Download Substantive Change - The Fifth-Year Interim Report

Associate of Science in Nursing Program
Substantive Change Prospectus
Submitted to
Accreditation Commission for
Education in Nursing
April 2016
TABLE OF CONTENTS
PAGE
SECTION ONE – BASELINE INFORMATION
General Information ............................................................................................. 6
Effective Date of Substantive Change ................................................................. 6
Rationale for Substantive Change ....................................................................... 6
SECTION TWO – ADDITIONAL INFORMATION SPECIFIC TO SUBSTANTIVE
CHANGE ................................................................................................................ . 8
Overview ...................................................................................................... …. 8
Out-Dated Curriculum ...................................................................................... . 8
Declining Licensure Examination Pass Rates ................................................... . 9
ACEN Accreditation Warning Status ................................................................. 10
Mississippi IHL Accreditation Warning Status ................................................... 10
Proposed Curricular Revisions.......................................................................... 12
Rationale ........................................................................................................... 12
Reduction in Total Semester Credit Hours ........................................................ 13
Revision and Reorganization of Nursing Course and Nursing Content ............. 16
Impact of Proposed Change on Advanced-Placement Option .......................... 21
Transition to New Curriculum ............................................................................ 22
SECTION THREE – IMPACT OF PROGRAM’S CHANGES ON COMPLIANCE
WITH ACCREDITATION STANDARDS/CRITERIA ............................................... 24
STANDARD 1. MISSION AND ADMINISTRATIVE CAPACITY ...................... 24
Criterion 1.1 ............................................................................................... 24
Criterion 1.2 ............................................................................................... 24
STANDARD 2. FACULTY AND STAFF .......................................................... 25
Criterion 2.5 ............................................................................................... 25
Criterion 2.10 ............................................................................................. 26
STANDARD 3. STUDENTS ............................................................................. 26
Criterion 3.3 ............................................................................................... 26
STANDARD 4. CURRICULUM ........................................................................ 27
Criterion 4.1 ............................................................................................... 27
2
PAGE
Criterion 4.2 ............................................................................................... 27
Criterion 4.3 ............................................................................................... 33
Criterion 4.4 ............................................................................................... 33
Criterion 4.8 ............................................................................................... 34
Criterion 4.9 ............................................................................................... 34
STANDARD 5. RESOURCES .......................................................................... 35
Criterion 5.1 ............................................................................................... 35
STANDARD 6. OUTCOMES ............................................................................ 36
Criterion 6.1 ............................................................................................... 36
Criterion 6.4 ............................................................................................... 37
SECTION FOUR – STRATEGIES ADOPTED TO IMPROVE NCLEX-RN® PASS
RATES .................................................................................................................. 38
Academic Standards ................................................................................. 38
Testing....................................................................................................... 38
Student Support......................................................................................... 39
Teaching Curriculum ................................................................................. 39
SECTION FIVE – APPENDICES ............................................................................ 40
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Appendix L
Mississippi Institutions of Higher Learning Approval
Status .................................................................................
Notification Sent to Students ..............................................
Documentation of Faculty Involvement in Decision
Making ................................................................................
Documentation of Internal Approval Process .....................
Documentation of Governing Organization Accrediting
Agency Approval.................................................................
Mississippi Nursing Model Competency .............................
Documentation of NCLEX=RN® Pass Rates......................
Mississippi Nursing Degree Programs Accreditation
Standards Procedure Manual Rules and Regulation
Section III C.2 .....................................................................
2014 Performance Improvement Plan ................................
2015 Performance Improvement Plan Progress Report
............................................................................................
Course Syllabi.....................................................................
Faculty Organization Committee Minutes ...........................
3
PAGE
Appendix M
Appendix N
Appendix O
Advisory Council Meeting Minutes ......................................
Systematic Evaluation Plan Template ................................
Weighted Admission Scale .................................................
4
LIST OF TABLES
PAGE
Table 1
Associate of Science in Nursing Program NCLEX-RN® Pass
Rates (2011-2015……………………………………………….……… 9
Table 2
Comparison of Current to Revised Program Length in Credit/Clock
Hours and Academic Terms (Prerequisite Courses) ....................... 14
Table 3
Comparison of Current to Revised Program Length in Credit/Clock
Hours and Academic Terms (Nursing Sequence)........................... 15
Table 4
Comparison of ASN Current Curriculum with Revised Curricula
(Generic Program Option)............................................................... 18
Table 5
Course Descriptions for Current and Revised Curricula
........................................................................................................ 20
Table 6
Comparison of ASN Current and Revised Curricula (LPN-APO
Option) ............................................................................................ 21
Table 7
ASN Transition and Teach-Out Curriculum Plan ............................ 23
Table 8
ASN Program Concepts and Leveled Student Learning Outcomes
........................................................................................................ 29
5
Alcorn State University
Associate of Science in Nursing Program
Substantive Change Prospectus
A. Baseline Information
Name and address of governing
organization
Alcorn State University
1000 ASU Drive
Alcorn State, MS 39096-7500
Name and address of the nursing
education unit
Cora S. Balmat School of Nursing
15 Campus Drive
P.O. Box 18399
Natchez, MS 39122
Current Enrollment
37 (26 Generic and 11 LPN Advanced
Placement)
Enrollment will not change for 20162017 academic year
Name, credentials, and contact
information of nurse administrator
Debra Spring, RN, PhD
Dean and Professor of Nursing
15 Campus Drive
P.O. Box 18399
Natchez, MS 39122
601-304-4302
[email protected]
Effective date of Substantive
Change
Rationale for Change
Fall 2016
The Associate of Science in Nursing
(ASN) curriculum has not been
reviewed extensively since 2000.
Changes have been made to the
curriculum in response to changes in
accreditation standards, evidencedbased guidelines, and evaluations by
students, faculty, and clinical practice
partners. The changes that were made
only addressed areas of concerns.
The overarching reason and the most
urgent need for the revision of the ASN
6
Rationale for Change cont…
curriculum is the performance of the
program’s graduates on the registered
nurse licensing examination (National
Council Examination for Registered
Nurses [NCLEX-RN®]). Over the past
three years, the NCLEX-RN® pass rate
for first time testers has declined from
77.8% in 2012 to 32% in 2015. The
program is expected to achieve a pass
rate at or above the national average
for first time testers. Our graduates
have performed well below the national
average. The steady decline in
graduates’ licensing rates supports the
need for curricular revisions. Moreover,
the ASN Program was placed on
Warning Status by the Accreditation
Commission for Education in Nursing
(ACEN) in July 2015, as having been
found in non-compliance with Standard
2 – Faculty, Standard 4 – Curriculum,
and Standard 6 – Outcomes, which
further supports the need for a
comprehensive review of the
curriculum. The ASN Program will also
be placed on Warning Status at the
May Board Meeting of the Mississippi
Institutions of Higher Learning.
State regulatory agency for
approval
Notification sent to students
and/or other constituents
Licensure examination pass rates
(3 years)
See Appendix A
Documentation of Faculty
Involvement in Decision-Making
Documentation of internal
approval Processes
Documentation of governing
organization accrediting agency
approval
See Appendix C
See Appendix B
2015
32.14%
See Appendix D
See Appendix E
7
2014
36%
2013
55.1%
B. Additional information specific to type of substantive change:
8. An increase, decrease, or substitution of 25% or greater of the credit
hours or clock hours required for completion of a nursing program
from currently accepted/approved courses in a nursing program.
The Associate of Science in Nursing (ASN) faculty has been engaged in a
comprehensive curriculum review since January 2016. The impetus for the
revision of the ASN curriculum is four fold: an out-dated curriculum, continuing
decline in graduates’ performance on licensing examination, an accreditation
status of Warning by the Accreditation Commission for Education in Nursing
(ACEN) effective Spring 2016, and anticipated accreditation status of Warning by
the Mississippi Institutions of Higher Learning (IHL), which is the state-level
accrediting agency for schools of nursing. The Program will receive official
notification of IHL’s action to place the ASN program on an accreditation status of
Warning no later than June 2015.
Out-Dated Curriculum
The last major revision of the ASN curriculum was conducted in the late
1990s. The program experienced a major loss of experienced faculty during the
2005-2006 academic year. There were a total of eight (8) funded full-time faculty
8
positions and a full-time program chair. While the program was able to recruit
some new faculty, the majority of the faculty members hired was from a process
of “growing our own”. These “grow your own” faculty lacked experience both as
educators and as practicing nurses. The new faculty tended to leave after one to
two years. Currently, the most experienced full-time faculty member has been
teaching in the ASN program since January 2007. The remaining two faculty
members have between six (6) and seven (7) years of experience.
Because of an unstable faculty in the ASN program, curriculum revisions
have been done to address an issue that may have been identified as an area
needing improvement through course evaluations or student performances on
tests, as well as modifications made to comply with changes in accreditation
standards and criteria. Each May, the ASN faculty hold a Curriculum Retreat
where all areas of the curriculum are reviewed and recommendations made for
modifications in content and/or teaching strategies; but again, because of faculty
resignations, the modifications were not implemented. The faculty participated in
the Mississippi Education Redesign Gap Analysis (2011-2012) and adopted the
Mississippi Nursing Competency Model in 2013, but has not had faculty
resources to fully implement the model (see Appendix F).
Declining Licensure Examination Pass Rates
The ASN Program has experienced a continuous decline in the National
Council Licensure Examination for Registered Nurses (NCLEX-RN®) pass rate
for first time testers. The ASN Program has not met the 2013 ACEN expected
level of achievement for NCLEX-RN® pass rate since the Revised Accreditation
9
Standards and Criteria were adopted in 2014. The ASN Program’s NCLEX-RN®
pass rates for the past five (5) years are displayed in Table 1 (see Appendix G).
Table 1: ASN NCLEX-RN® Pass Rates for 2011 to 2015
2011
2012
2013
2014
77.8%
73.9
55.6%
36%
2015
32.14%
The faculty attributes a variety of factors to the decline in student
performance on the licensing examination. Since the loss of Alcorn’s President in
2006, there have been three (3) Interim Presidents and three (3) appointed
Presidents. Within that same period, there have been five (5) Chief Academic
Officers and two (2) Interim Deans and four (4) appointed Deans in the School of
Nursing. The changes in these key leadership areas resulted in changes in
resource allocations, pedagogical support, and faculty stability. The changes in
leadership at the School of Nursing level resulted in an increased number of
resignations of experienced faculty. Faculty also attributes the decline in
NCLEX-RN® pass rates to the program’s applicant pool. More than 80% of the
applicant pool for the ASN Program is comprised of individuals who are educated
in rural Mississippi and Louisiana where the secondary education school systems
are ranked 48th and/or 49th in the nation.
ACEN Accreditation Warning Status
The ASN Program had an ACEN Site Visit for continuing accreditation
during the week of January 27 to 29, 2015. The outcome of that visit was
Continuing Accreditation with Warning. The program was found to be in
10
noncompliance with Standard 2: Faculty, Standard 4: Curriculum, and Standard
6: Outcomes.
IHL Accreditation Warning Status
The ASN Program was not been in compliance with the Mississippi
Institutions of Higher Learning expected level of achievement for NCLEX-RN®
pass rates in 2014 and 2015. According to the Mississippi Nursing Degree
Programs Accreditation Standards Procedure Manual (2015), Rules and
Regulations for Accreditation (see Appendix H):
If the standard(s) is/are not met, the program will submit a performance
improvement plan (PIP) by June 30 following official notification after the
annual Board meeting in May. If the standard(s) is/are not met by the next
year, the program will submit a PIP progress report by June 30 following
official notification after the annual Board meeting in May. If the
standard(s) is/are not met following two full years on a PIP, a
recommendation of Accreditation with Statement of Warning will be made
by IHL Director of Nursing Education Office of Academic and Student
Affairs, to the Board of Trustees (Section III. C. 2, pp. 11-12).
A Performance Improvement Plan was submitted in 2014 (see Appendix I)
and a Performance Improvement Plan Progress Report was submitted in
December 2015 (see Appendix J). The Dean of the School of Nursing (Dr. Debra
Spring) has been notified by the Mississippi IHL Director of Nursing Education
that a recommendation of Accreditation with Statement of Warning will be made
for the ASN Program at the May 2016 Mississippi Institutions of Higher Learning
Board Meeting. Official notification of the Board’s actions will follow. A follow up
focus visit will be scheduled within three months of the statement of warning.
A combination of the factors presented above has resulted in the faculty’s
decision to conduct a comprehensive review of the curriculum with a complete
11
revision. An Assessment Technologies Institute, Inc., Education Consultant was
engaged to guide ASN faculty during the curriculum revision process. A 3-day
workshop was conducted in early February 2016 to begin the curriculum review
and revision process. The faculty has met at 2-week intervals since the initial
meeting to continue the revision process. The proposed revisions are presented
in the following section.
Proposed Curricular Revisions
The ASN proposed curricular revisions include: (1) a reduction in the total
semester hours required for program completion from 71 to 64 semester hours
and (2) revision and reorganization of all courses and course content. These
proposed changes have been approved by the ASN Program faculty and the
School of Nursing faculty. As the plans for the ASN curricular revisions unfold,
consultants from Assessment Technology Institute, Inc., are being engaged in
the process to help support the faculty’s efforts. Implementation of the new
curriculum will begin fall 2016 with the first nursing course.
Rationale
The Associate of Science in Nursing curriculum has not been reviewed
extensively since 2000. Changes have been made to the curriculum in response
to changes in accreditation standards, evidenced-based guidelines, and
evaluations by students, faculty, and clinical practice partners. The changes that
were made only addressed areas of concerns.
The overarching reason and the most urgent need for the revision of the
ASN curriculum is the performance of the program’s graduates on the registered
12
nurse licensing examination (National Council Examination for Registered
Nurses [NCLEX-RN®]). Over the past three years, the NCLEX-RN® pass rate for
first time testers has declined from 77.8% in 2012 to 32% in 2015. The program
is expected to achieve a pass rate at or above the national average for first time
testers. Our graduates have performed well below the national average. The
steady decline in graduates’ licensing rates supports the need for curricular
revisions. Moreover, the ASN Program was placed on Warning Status by the
Accreditation Commission for Education in Nursing (ACEN) in July 2015, as
having been found in non-compliance with Standard 2 – Faculty, Standard 4 –
Curriculum, and Standard 6 – Outcomes, which further supports the need for a
comprehensive review of the curriculum. The ASN Program will also be placed
on Warning Status at the May Board Meeting of the Mississippi Institutions of
Higher Learning.
Reduction in Total Semester Credit Hours
Currently the ASN program requires 71 semester credit hours to earn the
Associate of Science in Nursing degree. The program’s faculty proposes to
reduce the total credit hour requirement to 64 semester hours, a reduction of
seven (7) semester hours or 10%. While the actual semester credit hours
decrease in the revised curriculum, the number of clinical practice hours will
increase from 585 to 765 hours.
The program will continue to require five (5) academic terms for
completion: one (1) semester for completion of 12 semester hours of prerequisite
course work and four (4) semesters in nursing sequence. A 1:3 theory to clinical
13
hour ratio will be maintained in the revised curriculum. A comparison of the
program length in credit/clock hours and academic terms for the current
curriculum and the revised curriculum is provided in Tables 2 and 3.
Table 2: Comparison of Current to Revised Nursing Program Length in
Credit/Clock Hours and Academic Terms (Prerequisite Courses)
Course
Number
Current Curriculum
Course Name
Prerequisites Requirements
BI 114
Anatomy & Physiology I/Lab
BI 214
Anatomy & Physiology II/Lab
MA 121
College Algebra
Credit
Hour
4
4
3
11
Course
Number
Revised Curriculum
Course Name
Prerequisites Requirements
BI 114
Anatomy & Physiology I/Lab
BI 214
Anatomy & Physiology II/Lab
MA 121
College Algebra
UL 101
University Life
Credit Hour
4
4
3
1
TOTAL
TOTAL
14
12
Table 3: Comparison of Previous to Revised Program Length in Credit/Clock Hours and Academic Terms (Nursing Sequence)
Current Curriculum
Semester 1
Class hours
NU 121 Fundamentals of Nursing
3
NU 129 Health Assessment
2
NU 149 Seminar
1
EN 111 English Composition I
3
PH 132 General Psychology
3
UL 101 University Life
1
TOTAL
Semester 2
Class hours
NU 130 Care of Clients with
Common Recurring Health
3
Needs
NU 131 Care of Clients with
2
Psychosocial Needs
EN 112 English Composition II
3
PH 320 Developmental Psychology
3
TOTAL
Semester 3
Nursing of the Childbearing
NU 225
Family
Nursing of
NU 227
Children/Adolescents
BI 325
Microbiology
SY 235
Introduction to Sociology
Clinical hours
2(6)
0
0
0
0
0
90
Clinical hours
Credit hours
5
2
1
3
3
1
15
Credit hours
2(6)
5
2(6)
4
0
0
180
3
3
15
Class hours
Clinical hours
Credit hours
3
2(6)
5
3
2(6)
5
3
1(2)
4
Semester 4
NU 235 Care of Clients with
Complex Health Care
Needs
NU 238 Leadership Strategies
NU 289 Concepts Review
Humanities/Creative Arts
elective
TOTAL
OVERALL TOTAL
4
4(12)
8
SY 235
EN 111
Introduction to Sociology
English Composition I
3
3
0
0
3
3
Class hours
180
Clinical hours
14
Credit hours
TOTAL
NU 128
Client-Centered Care I
4
4(12)
8
BI 325
Microbiology/Lab
3
1(2)
4
180
12
Class hours
Clinical hours
Credit hours
TOTAL
Semester 3
NU 218
Client-Centered Care II
4
4(12)
8
PH 320
Developmental Psychology
Humanities/ Creative Arts
Elective
TOTAL
3
0
3
0
3
Class hours
180
Clinical hours
17
Credit hours
4
3(9)
7
NU 229
2
1
0
0
2
1
NU 223
3
0
3
135
13
585
60 (11)*
3
0
3
Class hours
180
Clinical hours
14
Credit hours
4
5(15)
9
3
0
3
TOTAL
225
12
OVERALL TOTAL
765
52(12)*
Semester 4
15
Credit hours
Foundations of ClientCentered Care
Semester 2
*Plus Prerequisite hours on previous page
Clinical hours
NU 118
3
TOTAL
Revised Curriculum
Class hours
Semester 1
Client-Centered Care III
Role Transition
Anecdotal information from some accrediting and regulatory agencies
suggests that the total number of credit hours to earn an associate degree will be
limited to 60 credit hours in the near future. In anticipation of potential changes to
accreditation and regulatory requirements, many ASN programs across the
country are in various stages of actively exploring educationally sound measures
to thoughtfully decrease the total number of credit hours. With the recent
reduction in Alcorn State University’s credit hour requirement for a Bachelor of
Science degree to a maximum of 120 semester credit hours, the ASN faculty
decided to proactively reduce the semester hour requirement for the ASN
program.
The ASN faculty proposes to delete English Composition II and General
Psychology from the curriculum. English Composition I and Development
Psychology will remain as required courses. It is the belief of the ASN faculty
that the English and psychology courses are the logical choices for deletion
because knowledge in the biological and social sciences is necessary to provide
students with the foundation for nursing coursework and safe client care. Lack of
foundational knowledge may also jeopardize the student’s performance on the
National Council Licensure Examination for Registered Nurses® (NCLEX‐RN®).
Revision and Reorganization of Nursing Courses and Nursing Content
In the current ASN Plan of Study, there are a total of 10 required nursing
courses. The ASN faculty proposes to reduce the number of required courses by
50%, thereby requiring five courses instead of the current 10 courses. The ASN
16
faculty members meet on a weekly basis, under the leadership of Dr. Rebecca
Fairchild, to discuss the revisions and reorganization of the ASN curriculum.
The ASN faculty reviewed the content for each nursing course offered in
the current curriculum. The faculty made the decision to move the content
currently taught in NU 121, NU 129, and NU 149 to the newly created course, NU
118: Foundations of Client-Centered Care. The ASN faculty concluded that the
curriculum needed more emphasis in medical/surgical content as evidenced by
students’ performances on end-of-course standardized tests, end-of-program
standardized tests, and the NCLEX-RN®. A comparison of the current
curriculum and the revised curriculum is provided in Table 4. Course syllabi for
current and revised curriculum are located in Appendix K.
17
Table 4: Comparison of ASN Current and Revised Curricula (Generic Program Option)
Course
Number
Current Curriculum
Course Name
Credit Hour
Prerequisites Requirements
BI 114
Anatomy & Physiology I/Lab
BI 214
Anatomy & Physiology II/Lab
MA 121
College Algebra
Semester 1
NU 121
NU 129
NU 149
EN 111
PH 132
TOTAL
4
4
3
11
TOTAL
5
2
1
3
3
14
Course
Number
Revised Curriculum
Course Name
Credit Hour
Prerequisites Requirements
BI 114
Anatomy & Physiology I/Lab
BI 214
Anatomy & Physiology II/Lab
MA 121
College Algebra
UL 101
University Life
TOTAL
4
4
3
1
12
Semester 1
Fundamentals of Nursing
Health Assessment
Seminar
English Composition I
General Psychology
Semester 2
NU 130
Care of Clients with Common Recurring
Health Needs
NU 131
Care of Clients with Psychosocial Needs
EN 112
English Composition II
PH 320
Developmental Psychology
TOTAL
4
3
3
15
Semester 3
NU 225
NU 227
BI 325
SY 235
5
5
4
3
Foundations of Client-Centered
Care
8
Introduction to Sociology
English Composition I
TOTAL
3
3
14
NU 128
Client-Centered Care I
8
BI 325
Microbiology/Lab
4
NU 118
SY 235
EN 111
Semester 2
5
TOTAL
12
Semester 3
Nursing of the Childbearing Family
Nursing of Children/Adolescents
Microbiology
Introduction to Sociology
TOTAL
NU 218
Client-Centered Care II
8
PH 320
Developmental Psychology
Humanities/ Creative Arts
Elective
TOTAL
3
3
17
Semester 4
NU 235
Care of Clients with Complex Health
Care Needs
NU 238
Leadership Strategies
NU 289
Concepts Review
Humanities/Creative Arts elective
TOTAL
2
1
3
13
OVERALL TOTAL
71
7
14
Semester 4
NU 229
Client-Centered Care III
9
NU 223
3
Role Transition
TOTAL
OVERALL TOTAL
12
64
The current curriculum offers two courses with only medical/surgical
content (NU 130 and 235). There is some redundant medical surgical content
being covered in the pediatric and maternal/child (NU 225 and NU 227) courses.
In the revised curriculum, the medical/surgical content will be covered in three
courses (NU 128, NU 218, and NU 229). Specialty content, which includes
18
pediatric, maternal/child, and psychiatric/mental health, will be included as part of
the content in NU 218 (Pediatrics and Maternal/Newborn) and NU 229
(Psychiatric/Mental Health). Content currently being taught in NU 238 and NU
289 will become the content for NU 223 in the new ASN curriculum. A side-byside comparison of nursing course descriptions of the courses currently being
offered with the new courses is presented in Table 5.
All courses in the revised curriculum will generate higher credit hours
when compared to the current curriculum. This will allow additional time for
student engagement in the classroom and clinical practice setting. Fewer
courses per semester will also alleviate issues related to progression.
19
Table 5: Comparison of Course Descriptions for Current and New Courses (Generic Program Option)
Course
Number
NU 121
NU 129
NU 149
NU 130
NU 130
NU 225
NU 227
NU 131
NU 235
NU 238
NU 289
Course Description
(3-6-5) This course is an introduction to the profession of
nursing at the technical level. Included are the technical
nursing skills necessary to assist individuals across the
lifespan in meeting a hierarchy of basic needs, the nursing
implications in growth and development, the concept of
common health care needs, and the utilization of the nursing
process. The supportive elements of the conceptual
framework are introduced: communication, ethnic and
cultural sensitivity, psychosocial needs, nutrition and diet
therapy, pharmacology and moral, ethical, and legal
accountability.
(2-0-2) This course is an introduction to the essentials of a
comprehensive health assessment. Included in the course
are the nursing skills necessary to gather data through
interview and physical examination of clients throughout the
lifespan. This course requires independent skills laboratory
practice. Proficiency is evaluated in the laboratory setting.
(1-0-1) The course is designed to give the student an
opportunity to explore the implications of current issues and
trends affecting the nursing profession and begin the process
of socialization into the nursing profession.
(3-6-5) Emphasis is placed on concepts and supportive
elements for clients experiencing common health care needs
in the young adult age group. Emphasis is placed on the role
of the nurse in utilizing selected nursing skills necessary to
assist individuals with health care needs that are common to
this age group. (Some content moved to 128)
(3-6-5) Emphasis is placed on concepts and supportive
elements for clients experiencing common health care needs
in the young adult age group. Emphasis is placed on the role
of the nurse in utilizing selected nursing skills necessary to
assist individuals with health care needs that are common to
this age group.(Some content moved to 218)
Course
Number
Course Description
NU 118
(4-12-8) This course provides a foundation of nursing with
emphasis placed on the knowledge and skills needed to
provide safe, quality care. The theoretical foundation for basic
assessment and nursing skills is presented, and the student
is given an opportunity to demonstrate these skills in a clinical
setting. The course introduces the concepts of client-centered
care, professionalism, leadership, systems-based practice,
informatics and technology, communication, teamwork and
collaboration, and quality improvement.
NU 128
(3-6-5) The course is a continuation of the concepts and
supportive elements presented in the first level nursing and
support courses. Emphasis is placed on the common health
care needs of the childbearing family. Growth and
development in the childbearing family is stressed.
(3-6-5) The course is a continuation of the concepts and
supportive elements presented in the first Level nursing and
support courses. Emphasis is placed on the common health
care needs of the pediatric client. This course encompasses
infancy through adolescence. Growth and development from
infancy through adolescence is stressed.
NU 218
(2-6-4) Emphasis is placed on concepts and supportive
elements for clients experiencing common psychosocial
needs. Included are guided experiences in therapeutic
communication and the use of the nursing process in
psychiatric/mental health settings.
(4-9-7) This course is a continuation of NU130. Presented
in this course are those health care needs that are more
complex and commonly found in the middle and late maturity
age groups. Utilization of the nursing process in planning and
implementing care of clients of varied ages is stressed.
NU 229
(2-0-2) This course explores the basic principles of
leadership and management; trends and issues in nursing;
moral, ethical and legal implications; and the process of
transition from the role of student to practitioner.
(1-0-1) A course designed for candidates for the Associate
of Science Degree in Nursing for the review of selected
nursing content. Students are provided with an individualized
plan of study based on learning needs that have been
documented by standardized testing.
NU 223
20
(4-12-8)
This course focuses on client-centered care of
individuals experiencing acute and chronic conditions related
to alterations in fluid and electrolyte and acid-base balance,
oxygenation, cardiac output and tissue perfusion, and
sensory perception. In addition, care of the pre- and postoperative clients and oncology clients is included. The
concepts of client-centered care, professionalism, leadership,
systems-based practice, informatics and technology,
communication, teamwork and collaboration, and quality
improvement are integrated in this course. Clinical
experiences provide students the opportunity to apply the
principles of safe and effective delivery of care in a variety of
settings.
(4-12-8) This course focuses on the care of clients
experiencing acute and chronic conditions related to
alterations in regulation and metabolism, excretion, and
reproduction across the lifespan. Additionally, this course
provides an integrative, family-centered approach to the care
of mothers, newborns, and children. The concepts of clientcentered care, professionalism, leadership, systems-based
practice, informatics and technology, communication,
teamwork and collaboration, and quality improvement are
integrated in this course. Clinical experiences provide
students the opportunity to apply the principles of safe and
effective delivery of care in a variety of settings.
(4-15-9) This course focuses on client-centered care of
individuals experiencing acute and chronic conditions related
to alterations in Ingestion, digestion, absorption, and
elimination, cognition and sensation, immunity, integument,
mobility and alterations in mental health. The concepts of
client-centered care, professionalism, leadership, systemsbased practice, informatics and technology, communication,
teamwork and collaboration, and quality improvement are
integrated in this course. Clinical experiences provide
students the opportunity to apply the principles of safe and
effective delivery of care to groups of clients in a variety of
settings.
(3-0-3) This course focuses on the basic principles of
leadership and management, trends and issues in nursing,
moral, ethical, and legal implications, and the process of
transitioning from the role of student to professional nurse.
Emphasis is placed on nursing within the microsystem of a
work unit, contemporary issues and management concepts,
as well as developing the skills of delegation, conflict
management, and leadership.
Impact of Proposed Changes on Advanced Placement Option
Qualified applicants seeking admission for the Licensed Practical Nurse
Advanced Placement Option (LPN-APO) currently being referred to as the LPN FastTrack Program Option, can receive Credit-by-Examination for NU 121: Fundamentals of
Nursing if the required score is achieved. Under the current curriculum, students
entering the LPN Fast-Track Option enter nursing sequence during the summer
semester and can complete the program of study in three (3) semesters. Under the
revised curriculum, LPN applicants who successfully challenge NU 118: Foundations of
Client-Centered Care will receive eight (8) semester hours of Credit-by-Examination and
advance to NU 128: Client-Centered Care I. A comparison of the current curriculum
and the revised curricula for the LPN-APO is outlined in Table 6.
Table 6: Comparison of ASN Current and Revised Curricula (LPN-APO)
Current Curriculum
Course Name
Course
Number
Prerequisites Requirements
BI 114
Anatomy & Physiology I/Lab
BI 214
Anatomy & Physiology II/Lab
MA 121
College Algebra
PH 132
General Psychology
EN 111
English Comp I
EN 112
English Comp II
PH 320
Development Psychology
UL 101
University Life
TOTAL
Credit hour
Prerequisites Requirements
BI 114
Anatomy & Physiology I/Lab
BI 214
Anatomy & Physiology II/Lab
MA 121
College Algebra
UL 101
University Life
EN 111
English Comp I
SY 235
Introduction to Sociology
4
4
3
3
3
3
3
1
24
TOTAL
Prior to Admission
NU 121
Fundamentals of Nursing (Credit-by-Exam)
Credit hour
4
4
3
1
3
3
18
Prior to Admission
5
Semester 1
NU 129
Health Assessment
NU 149
Seminar
NU 130
Care of clients with Common Recurring
Health Needs
NU 131
Care of Clients with Psychosocial Needs
TOTAL
4
13
Semester 2
NU 225
NU 227
BI 325
SY 235
5
5
4
3
Nursing of the Childbearing Family
Nursing of Children/Adolescents
Microbiology
Introduction to Sociology
Revised Curriculum
Course Name
Course
Number
NU 118
Semester 1
NU 128
BI 325
2
1
5
Foundations of Client-Centered Care
(Credit-by-Examination)
8
Client-Centered Care I
Microbiology/Lab
8
4
TOTAL
12
Semester 2
21
NU 218
Client-Centered Care II
8
PH 320
Developmental Psychology
Humanities/ Creative Arts Elective
3
3
Course
Number
Current Curriculum
Course Name
TOTAL
Credit hour
Course
Number
Revised Curriculum
Course Name
17
Semester 3
NU 235
Care of Clients with Complex Health Care
Needs
NU 238
Leadership Strategies
NU 289
Concepts Review
Humanities/Creative Arts elective
TOTAL
2
1
3
13
OVERALL TOTAL
71
Credit hour
TOTAL
7
14
Semester 3
NU 229
Client-Centered Care III
9
NU 223
Role Transition
3
TOTAL
12
OVERALL TOTAL
64
Transition to New Curriculum
If approved, the revised curriculum for the ASN Program will begin
implementation fall 2016. One new course will be implemented each semester,
beginning with NU 118: Foundations of Client-Centered Care. Continuing students and
new students will progress in the current curriculum as outlined in the Associate of
Science in Nursing Transition and Teach-Out Plan shown in Table 7 on the following
page.
New courses will be implemented as follows:
Course
1.
2.
3.
4.
5.
Implementation Date
NU 118: Foundations of Client-Centered Care
NU 128: Client-Centered Care I
NU 218: Client Centered Care II
NU 229: Client-Centered Care III
NU 223: Role Transition
22
Fall 2016
Spring 2017
Fall 2017
Spring 2018
Spring 2018
Table 7: Associate of Science in Nursing Transition and Teach-Out Curriculum Plan
Semester
Course
Spring 2016
NU 121
NU 129
NU 149
Semester
1
NU 118
Summer 2016
Fall 2016
Spring 2017
Summer
2017
Fall 2017
Spring 2018
No Longer Offered
2016 LPN-APO Cohort
2016 LPN-APO cohort
No Longer Offered
New 2017
admits and
students
eligible for
readmission
New admits fall
2016 and 2015
Cohort eligible
for readmission
First new course implemented
2016 LPN-APO Cohort
NU 130
2015 Cohort
and students
eligible for
readmission
2015 Cohort and
students eligible for
readmission
No Longer Offered
2016 LPN-APO Cohort
Semester
2
NU 131
NU 128
2015 Cohort
and students
eligible for
readmission
2016 Cohort
and 2015
Cohort eligible
for readmission
Second new course implemented
2015 Cohort
and students
eligible for
readmission
2015 Cohort
and students
eligible for
readmission
2016 LPN-APO
2015 Cohort
and students
eligible for
readmission
NU 225
Semester
3
2015 Cohort and
students eligible for
readmission
NU 227
NU 235
2014 Cohort
and students
eligible for
readmission
NU 238
2014 Cohort
and students
eligible for
readmission
2016 Cohort
2015 Cohort
eligible for
readmission
2017 LPN-APO
NU 289
2014 Cohort
and students
eligible for
readmission
2016 LPN-APO
2015 Cohort
and students
eligible for
readmission
2014 Cohort
who are eligible
for readmission
2016 LPN-APO
2015 Cohort
and students
eligible for
readmission
2014 Cohort
who are eligible
for readmission
2016 LPN-APO
2015 Cohort
and students
eligible for
readmission
2014 Cohort
who are eligible
for readmission
Semester
4
NU 229
No Longer Offered
Third new course implemented
NU 218
Fourth and fifth new courses implemented
NU 223
23
Fall 2017 cohort
and students
eligible for
readmission
2017 LPNAPO Cohort
No Longer Offered
2016 Cohort
2015 Cohort
2017 LPN-APO
2016 Cohort
2015 Cohort
2017 LPN-APO
Impact of Program’s Change on Compliance with Accreditation
Standards/Criteria
Only the Standards/Criteria that will be affected by the ASN curricular changes
will be included in this section.
Standard 1: Mission and Administrative Capacity
1.1.
The mission/philosophy and program outcomes of the nursing
education unit are congruent with the core values and mission/goals
of the governing organization.
The Dean of the School of Nursing charged the faculty with the task
of reviewing the School of Nursing mission and core values, and modifying as
indicated. The School of Nursing faculty met and presented their recommended
changes to the School of Nursing mission during the January 2016 Faculty
Organization meeting. The Faculty Organization voted unanimously to accept the
proposed modifications to the School of Nursing mission and core values.
Under the 2014-2015 School of Nursing leadership, the missions for the
undergraduate programs were deleted; however, according to the Office of
Institutional Effectiveness, each department and/or academic unit is required to
have a mission that flows from the School and University missions. After the
approval of the modifications made to the School of Nursing’s mission, the ASN
faculty developed the program’s mission to reflect congruency with the mission
and core values of the School of Nursing and the University. Final approval of the
ASN Program’s mission was obtained during the February Faculty Organization
meeting (see Appendix L).
24
1.2.
Communities of interest have input into program processes and
decision-making.
The School of Nursing Advisory Council met on February 29, 2016. During
that meeting, the Dean of the School of Nursing presented the program
outcomes and proposed strategies to improve attainment of the outcomes.
Included in the strategies was revising the undergraduate programs curricula.
The Dean reported that the ASN curricular revisions were in progress with an
expected implementation date of August 2016 (see Appendix M).
Standard 2: Faculty
2.5.
The number of full-time faculty is sufficient to ensure that the student
learning outcomes and program outcomes are achieved.
The ASN Program currently has three full-time and one part-time faculty
members. Two full-time faculty members hold terminal degrees, one with a
master’s degree in nursing and the other with a terminal degree in nursing. The
part-time faculty member holds a terminal degree with a major in nursing. There
are currently 38 students enrolled in the ASN program. These data confirm that
faculty members are sufficient to ensure that the student learning outcomes and
program outcomes are achieved. While the Dean of the School of Nursing is
actively recruiting qualified faculty for the ASN Program, student enrollment will
not increase for the 2016-2017 academic year.
There is sufficient faculty to implement the revised curriculum. Under the
current curriculum, Semester 1 has three required nursing courses as compared
to one nursing course in the revised curriculum. Semester 3 has two required
25
nursing courses compared to one required nursing course in the revised
curriculum.
2.10. Faculty (full- and part-time) engage in ongoing development and
receive support for instructional and distance technologies.
The ASN Program does not offer any portion of its curriculum via distant
education. However, faculty members are engaged in ongoing development
related to curriculum development, active learning strategies, test construction,
and curricular integration of ATI student resources. Each faculty member has a
one-year subscription to Nurse Tim Webinars. These resources are funded
through a Title III grant.
Standard 3: Students
3.3.
Changes in policies, procedures and program information are clearly
and consistently communicated to students in a timely manner.
Proposed changes to the ASN curriculum will be published in the Alcorn
State University General Catalog (2016-2018) as an Erratum after approval is
obtained from all accrediting agencies. The new curriculum will be posted on the
School of Nursing webpage under the ASN Program link. Advisement sheets for
the pre-nursing and nursing students will be revised to reflect all curricular
changes.
Current students will be provided written information related to the impact
of the changes on their progression in the program. There will not be a cohort
admitted to the Advanced Placement Option Summer Semester 2016. The 2017
Advanced Placement Option cohort will enter the revised curriculum Summer
2017.
26
Standard 4: Curriculum
4.1.
The curriculum incorporates established professional standards,
guidelines, and competencies, and has clearly articulated student
learning outcomes and program outcomes consistent with
contemporary practice.
A representative from the ASN Program participated in the Mississippi
Education Redesign Curriculum Gap Analysis from 2011 to 2013. Using the
Massachusetts Nurse of the Future Competence Model, the ASN faculty
reviewed the curriculum to identify content related to the ten competencies. The
Massachusetts Model was adopted as the Mississippi Nursing Competency in
2012 and adopted by the ASN program in 2013. Because of a shortage of
faculty, the program has not been able to make the necessary curricular
changes to fully implement the Model until this curricular revision progress.
The Mississippi Nursing Competency is being incorporated in the revised
curriculum. This model incorporates Quality and Safety Education for Nurses
(QSEN) competencies and the Institute of Medicine (IOM) recommendations. All
10 competencies were utilized to formulate the revised student learning
outcomes. The faculty also investigated current standards of practice,
educational standards, and evidence-based practice to incorporate current
information in the syllabi of revised courses.
4.2.
The student learning outcomes are used to organize the curriculum,
guide the delivery of instruction, direct learning activities, and
evaluate student progress.
The ASN faculty identified the 10 competencies (client-centered care,
teamwork and collaboration, communication, safety, evidenced-based practice,
systems-based practice, professionalism, leadership, quality improvement, and
27
informatics) as the curricular concepts. After accepting the competencies as the
program concept, the faculty decided to develop Level 1 and Level 2 Student
Learning Outcomes. Level 1 Student Learning Outcomes were used to guide the
revision of courses taught the first two semesters of the curriculum. Level 2
Student Learning Outcomes were identified and used to guide the revision of
courses taught during semesters three (3) and four (4). The faculty also
identified the Level 2 Student Learning Outcomes as the competencies the
graduates of the program are expected to possess. Students will be
administered a mid-curricular examination at the end of the first year and the
Comprehensive Predictor at the end of year two of the program. The students’
performances on these tests will be used as measures to evaluate the
curriculum. Table 8 illustrates how the student learning outcomes are used to
organize the revised curriculum.
28
Table8: ASN Program Concepts, Student Outcomes and Competencies
Concept
Client-Centered Care
Level 1 Student Outcomes and
Competencies
Implement nursing care to clients,
families, and groups across the
lifespan from diverse backgrounds
in a variety of settings that is
compassionate, age and culturally
appropriate and based on a client’s
preferences, values and needs.
Perform a general health
assessment including
physiological, psychological,
sociological, and spiritual needs
of patients and families across
the lifespan experiencing
(common) (uncomplicated
acute and chronic) (stable and
unstable acute conditions)
health altercations in a variety
of settings.
Use the nursing process to
guide the delivery of patient
care to achieve optimal
outcomes
Provide culturally sensitive care
to patients and families from
diverse backgrounds.
Use clinical decision making
when providing nursing care
based on evaluation of patient
needs.
29
Level 2 Student Outcomes
and Competencies
Evaluate nursing care
provided to clients, families,
groups, and communities
across the lifespan from
diverse backgrounds in a
variety of settings to ensure
that it is compassionate, age,
and culturally appropriate
and based on a client’s
preferences, values, and
needs.
Perform a comprehensive
health assessment
including physiological,
psychological,
sociological, and spiritual
needs of patients,
families, groups,
populations, and
communities across the
lifespan experiencing
complex (unstable acute
conditions) health
alterations in variety of
settings.
Use the nursing process
to prioritize the delivery
of patient care, with two
or more patients, to
achieve optimal
outcomes.
Model culturally
sensitive care for
patients, families, and
groups from diverse
backgrounds.
Use clinical reasoning
and clinical judgment
when evaluating nursing
care to improve patient
Concept
Level 1 Student Outcomes and
Competencies
Advocate for patients and
families regarding nursing care
issues.
Use verbal and nonverbal
communication that promotes
caring, therapeutic relationships
with patients and families.
Teamwork and
Collaboration
Participate as a member of the
interprofessional healthcare team in
the provision of safe, quality clientcentered care.
Participate as a member of the
health care team.
Teamwork and
Collaboration
Evidence Based
Practice
Use communication techniques
that support sharing patientrelated information with
members of the health care
team.
Identify best current evidence from
scientific and other credible sources
as a basis for developing
individualized client-centered plans
of care.
Identify reliable sources for
locating best current evidence
and clinical practice guidelines.
Use best practice resources
when developing individualized
patient-centered plans of care.
30
Level 2 Student Outcomes
and Competencies
outcomes.
Advocate for patients,
families, and groups
regarding nursing care
issues and health care
decisions.
Use verbal and nonverbal
communication that
promotes caring,
therapeutic relationships
with individuals,
families, and groups.
Collaborate with members of
the interprofessional health
care team to manage and
coordinate the provision of
safe, quality care for clients,
families, and groups.
Coordinate patient care
with members of the
interprofessional
healthcare team.
Integrate input from
other members of the
heathcare team to
improve individual and
team performance.
Demonstrate use of best
current evidence and clinical
expertise when making
clinical decisions in the
provision of client-centered
care.
Analyze best current
evidence for its
application to practice
when providing and
managing patientcentered care.
Integrate best current
evidence into clinical
judgments that indicate
the need to modify
Concept
Quality Improvement
Level 1 Student Outcomes and
Competencies
Participate in data collection
process that support established
quality improvement initiatives.
Identify patient care issues that
can impact quality of care.
Identify gaps between current
patient outcomes and desired
patient outcomes.
Safety
Identify the relationship
between Nurse Sensitive
Indicators and patient
outcomes.
Implement strategies that minimize
risk and provide a safe environment
for clients, self and others.
Identify safety risks and
environmental hazard in health
care settings.
Informatics
Practice performance of
psychomotor skills that
minimize safety risks and
environmental hazards.
List National Patient Safety
Goals that promote safety in
healthcare settings.
Use evidence-based information
and client care technology in the
provision of safe, quality clientcentered care.
Describe the effect that
31
Level 2 Student Outcomes
and Competencies
clinical practice.
Use evidence-based quality
improvement processes to
effect change in the delivery
of client-centered care.
Use recognized nursing
standards to improve and
advance the quality of
health care services.
Use measurement tools
to gather data related to
the gap between current
and desired patient
outcomes.
Participate in the
collection of data related
to a Nurse Sensitive
Indicator.
Demonstrate effective use of
strategies to mitigate errors
and reduce the risk of harm
to clients, self and others in
healthcare, home and
community settings.
Anticipate safety risks to
patients, self and others
in healthcare, home, and
community settings.
Implement actions that
minimize safety risks and
environmental hazards in
healthcare settings.
Implement National
Patient Safety Goals in
healthcare settings.
Use evidence-based
information and client care
technology to communicate
relevant client information,
manage care and mitigate
error in the provision of safe,
quality client-centered care.
Use patient care
Concept
Professionalism
Leadership
Level 1 Student Outcomes and
Competencies
computerized information
management systems have on
the role of the nurse.
Implement strategies that
protect the integrity of patient
information when providing
patient-centered care.
Level 2 Student Outcomes
and Competencies
technologies effectively
when assessing and
monitoring patients.
Implement strategies that
protect the integrity of
patient information when
managing patientcentered cared.
Practice nursing in a professional,
Assimilate integrity and
ethical, and legal manner while
accountability into practices
providing client-centered, standard- that uphold established
based nursing care.
regulatory, legal, and ethical
principles while providing
client-centered, standardbased nursing care.
Identify professional standard
Maintain professional
of nursing practice that guide
standards of nursing
practice.
practice in the delivery of
patient-centered care.
Display professional
Maintain professional
accountability and
accountability and
responsibility in classroom and
responsibility in the
laboratory settings.
delivery of patientcentered care.
Describe ethical principles and
Maintain nursing practice
legal tenets guide nursing
that supports ethical
practice.
decision making and tort
law in the delivery
patient-centered care.
Describe how regulatory
Maintain nursing practice
guidelines and institution
that supports regulatory
policies guide nursing practice.
guidelines and
institutional policies in
the delivery of patientcentered care.
Describe how leadership,
Use leadership, management
management and priority-setting
and priority-setting skills in
skills are used to support safe,
the provision and
quality client-centered care.
management of safe, quality
client-centered care.
Identify organizational, time
Use organizational, time
management and priority setting
management, and priority
skills necessary to provide safe
setting skills in the
32
Concept
Systems-Based
Practice
Communication
Level 1 Student Outcomes and
Competencies
quality patient-centered care.
Level 2 Student Outcomes
and Competencies
provision and
management of safe,
quality patient-centered
care.
Identify the nurse’s role in
Practice delegating
regard to delegating tasks to
patient care tasks to
appropriate members of the
appropriate members of
health care team.
the health care team.
Identify the relationships between
Analyze the impact that the
microsystems and macrosystems in macrosystem has on the
healthcare.
provision of safe, quality
client-centered care in the
microsystem of the work
unit.
Contrast the macrosystems and
Articulate the impact that
microsystems that exist in
the macrosystem has on
healthcare.
the microsystem of the
work unit.
Identify work unit inefficiencies
Report work unit
encountered in the practice
inefficiencies
setting.
encountered in the
practice setting to the
appropriate personnel.
Identify human and material
Use human and material
resources needed by the work
resources in an efficient
unit to provide safe, quality
manner in the provision
patient-centered care.
of safe, quality patient
care on the work unit.
Use verbal and nonverbal
Use verbal and nonverbal
communication strategies with
communication strategies
clients, families, and colleagues
with clients, families,
from diverse backgrounds that
colleagues, and groups from
promote an effective exchange of
diverse backgrounds that
information to enhance client
foster mutual respect and
satisfaction and health outcomes.
shared decision making to
enhance client satisfaction
and health outcomes.
Use verbal and nonverbal
Use verbal and nonverbal
communication techniques that
communication
promote caring, therapeutic
techniques that promote
relationships with patients and
caring, therapeutic
families.
relationships with
patients, families, and
33
Concept
Level 1 Student Outcomes and
Competencies
Integrate changes in
communication s and use of
self, in relation to
communication barriers, when
caring for patients and families.
Communicate effectively with
members of the healthcare team
and report issues that indicate
conflict is impacting patient
care.
4.3.
Level 2 Student Outcomes
and Competencies
groups.
Integrate changes in
communication and use
of self, in relations to
communication barriers,
when caring for patients,
families, and groups.
Communicate effectively
with members of the
healthcare team and
demonstrate appropriate
conflict resolution skills
as needed.
The curriculum is developed by the faculty and regularly reviewed to
ensure integrity, rigor, and currency.
The current curriculum was reviewed by the ASN faculty who determined
that the student learning outcomes and program outcomes were based on old
standards and guidelines. The faculty concluded that the curriculum needed to
be revised. As stated in Criterion 4.1, the faculty used the Mississippi Nursing
Competency to guide the curriculum revision. If approved, the revised curriculum
will roll out NU 118: Foundations of Client-Centered Care the Fall 2016. Each
new course will be reviewed at the end of the semester for any needed revisions.
This process will continue until the last new courses (NU 229 and 233) are
implemented and revised (May 2018). In May 2018, the entire curriculum will be
reviewed utilizing data from Mountain Measures Reports, student performances
on mid curricular and other standardized tests, as well as performances on unit
tests. Curricular revisions will be made as indicated.
4.4.
The curriculum includes general education courses that enhance
professional nursing knowledge and practice.
34
The revised curriculum includes a request to decrease the total credit hour
requirement for the Associate of Science in Nursing degree from 71 to 64 hours,
a 10% reduction. The faculty decided to delete English Composition II and
General Psychology from the required general education courses. Anecdotal
information from some accrediting and regulatory agencies suggests that the
total number of credit hours to earn an associate degree will be limited to 60
credit hours in the near future. In anticipation of potential changes to
accreditation and regulatory requirements, many ASN programs across the
country are in various stages of actively exploring educationally sound measures
to thoughtfully decrease the total number of credit hours. With the recent
reduction in Alcorn State University’s credit hour requirement for a Bachelor of
Science degree to a maximum of 120 semester credit hours, the ASN faculty
decided to proactively reduce the semester hour requirement for the ASN
program.
4.8.
The length of time and the credit hours required for program
completion are congruent with the attainment of identified student
learning outcomes and program outcomes and consistent with the
policies of the governing organization, state, and national standards,
and best practices.
The ASN faculty made the decision to reduce the credit hours required for
program completion from 71 to 64, a 10% reduction. This reduction in credit hour
requirement does not change the length of time required to complete the
program. The ASN program can still be completed in five (5) semesters. While
the total number of credit hours required to complete the ASN program will be
decreased by 10%, the time spent in clinical practice will increase by 31% or 180
35
hours. This is the faculty’s effort to improve clinical decision making by providing
students additional experiences in clinical practice.
4.9.
Practice learning environments support the achievement of student
learning outcomes and program outcomes.
The revised curriculum will convert the low credit earning nursing courses
into one high credit earning nursing course per semester. For example,
Semester 1 in the current curriculum requires three (3) nursing courses that earn
a total of eight credit hours. In the revised curriculum, there will be one (1)
nursing course required that earns a total of eight (8) credit hours. The theory-toclinical ratio will remain 1:3. There will also be an additional medical/surgical
course added to the curriculum, thereby increasing the amount of clinical
practice experiences in the campus skills and simulation laboratories and the
acute care settings. The ASN faculty members believe that this additional time
will enhance the students’ abilities in the achievement of student learning
outcomes, thereby improving program outcomes.
Standard 5: Resources
This area will not be impacted by this curriculum. Resources are adequate
for the current curriculum and will continue to be adequate for the revised
curriculum. The revised curriculum, for the most part, just redistributes where
and when content is being presented.
Additional resources have been acquired or are in the process of being
acquired through Title III funding to improve the teaching/learning environment.
These resources include:
36

Laerdal – SimMom

Laerdal – SimJunior

Laerdal – vSim (subscription for all enrolled students)

Laerdal – SimView

Med-Dose Medication Administration System

DocuCare documentation Program (subscription for all enrolled)

Four additional SimPads

Two infusion pumps

Two Blood pressure trainers – Sims compatible

Hospital beds (14)

Task trainers (9 new)

New desktops (32) – for faculty and computer lab upgrades
The Title III funding period is for a period of five (5) years, effective October
2015. The School of Nursing received an additional $414,000 in carry-over Title
III funding for October 2015 through September 2016.
Standard 6: Outcomes
6.1.




The systematic plan for evaluation of the nursing education unit
emphasizes the ongoing assessment and evaluation of each of the
following:
Student learning outcomes;
Program outcomes;
Role-specific graduate competencies; and
The ACEN Standards.
The ASN faculty reviewed and revised the Systematic Evaluation Plan
(SEP) in November 2015 (see Appendix N) to ensure that ongoing
assessment and evaluation of the student learning outcomes, program
37
outcomes, and role-specific graduate competencies are being emphasized.
The revised curriculum will require an update of the student learning
outcomes and the role-specific graduate competencies to reflect the newly
adopted leveled student learning outcomes and role specific graduate
outcomes.
A timeline for evaluation was instituted to ensure that the SEP is being
monitored as scheduled. The ASN faculty agree that after the curriculum
revisions are complete, the SEP will have to be updated to reflect all changes
made in the curriculum, and modifications may need to be made to the
evaluation timeline.
Student and course evaluations will be closely monitored to identify the
effectiveness of the revised courses. Assessment and evaluation of student
achievement in meeting student learning outcomes of each course will be
closely monitored at the end of each semester. Faculty will monitor progress
of students as they matriculate through the revised curriculum. Data, such as
retention rates for each semester, as well as overall retention, will be
collected and evaluated against data from the current curriculum. Evaluation
findings will be compared to those of the old curriculum to observe any
adverse trends.
Student learning outcomes, which are leveled in the revised curriculum,
will continue to be evaluated through activities associated with the courses, as
well as a mid-curricular examination at the end of Level 1 and a comprehensive
predictor at the end of Level 2. Student learning outcomes will change with the
38
revised curriculum; therefore, a couple of cohorts of data will need to be collected
to determine a trend in data.
6.4.
The program demonstrates evidence of achievement in meeting the
program.
The impact of the revised curriculum will have to be closely monitored in
the first cohort for any significant differences from the current curriculum.
Attention will be directed to all areas that are most influenced by the curricular
changes
Strategies Adopted to Improve NCLEX-RN® Pass Rate:
A variety of strategies are being instituted to improve students’
performances on the NCLEX-RN®. These strategies are being reported in four
categories: academic standards, testing, student support, teaching/curriculum.
Academic Standards
The School of Nursing revised the grading scale from a 75% passing
standard to a 77% passing standard. This change became effective Fall 2015.
Admission criteria was modified to require a minimum composite score of 10 on
the Math and Reading subscales of the American College Test (ACT) to become
effective Fall 2016. Prior to this change, the ACT Math and Reading sub-scores
were not included as a part of the admission criteria. The Weighted Admission
Scale was also modified (see Appendix O).
Testing
39
The ASN faculty modified their teacher made test to incorporate NCLEXstyle questions. The 2016 NCLEX-RN® Detailed Test Plan is be utilized by ASN
faculty to revise their test blueprint. A custom mid-curricular examination was
administered January 2016 and will continue to be an evaluation methodology in
the ASN Program. The ASN Program continues to utilize end-of-course and endof-program standardized testing. Prior to January 2016, the HESI testing
platform was utilized. Effective January 2016, ATI Total Curriculum Support was
implemented for all undergraduate students. The ATI Capstone was also
implemented for all undergraduate students in their final semester.
Student Support
The School of Nursing faculty revised and reinstated the early warning
and remediation system for at risk students in 2014. All ATI resource materials
are provided for undergraduate students through Title III funding.
For incoming students, a New Student Orientation has been instituted to
provide prospective students with an overview of the requirements of nursing
school and to emphasize the rigors of the nursing programs. The first New
Student Orientation was held on March 31, 2016. The ATI Capstone course, the
ATI Comprehensive Predictor, as well as the HURST NCLEX Review are
provided for all graduating students. Third semester (fall 2015) ASN students
were provided Prep-U and HESI Specialty tests for the maternity and pediatric
nursing courses. These products are also funded by Title III.
Teaching/Curriculum
40
A comprehensive review and revision of the ASN curriculum is the major
strategy utilized by faculty to improve students’ performances on the licensing
examination. The curriculum revisions will incorporate the Mississippi Nursing
Competency, which was adopted from the Massachusetts Nurse of the Future
Competency Model and the 2016 NCLEX-RN Test Plan. The ASN faculty also
plan to focus on clinical reasoning with an increased emphasis on strategies to
incorporate additional simulation in classroom and clinical instruction. Included in
the curricular revisions will be modifications of evaluation methodologies to align
with revised student learning outcomes.
41
APPENDICES
42
Appendix A
Mississippi Institutions of Higher Learning Approval Status
Appendix B
Notification Sent to Students
NOTICE TO ALL ASSOCIATE OF SCIENCE IN NURSING MAJORS
Notice of Curriculum Revision
April 10, 2016
The Associate of Science in Nursing Program at Alcorn State University has submitted a
curriculum revision to the Accreditation Commission for Education in Nursing (ACEN) and
Mississippi Institutions of Higher Learning (IHL) for approval. Once approval is received, the
revised nursing curriculum will be implemented. The projected start date for the revised nursing
curriculum will be the fall 2016 semester and will begin with the first nursing course. One new
nursing course will be phased in for new students each semester.
New Students:
With the implementation of the new curriculum, some admission requirements will also change.
Applicants will be required to have a minimum subscore of 18 on the Math and Reading
components of the American college Test (ACT). Effective last fall (2015), the passing grade
for all nursing courses was changed to 77%. This passing standard will remain in effect. The
Assessment Technologies Institute, Inc, Total Curriculum Support, the HESI Mid-Curricular
Exam, and the Point was also implemented for all ASN students. You will learn more about
these resources your first week of class.
Continuing Students:
Successful continuing students will complete the ASN Plan of Study as it appears in the ASU
General Catalog for the year when you started the nursing sequence in the ASN Program.
If you have any questions, please feel free to speak to your nursing advisor or contact the ASN
Program Coordinator.
The ASN Program will inform students once the approval process is completed.
Appendix C
ASN Program Council Meeting Minutes
Alcorn State University
Associate Degree of Nursing
Curriculum Consultation Meeting
February 2-3, 2016
Presiding:
Present:
Dr. Debra Spring, Dean
Dr. Rebecca Fairchild
Dr. Linda Godley
Dr. Jacqueline Johnson
Mrs. Delores Williams
Dr. Ira Sewell
Mrs. Theresa Cole
Dr. Carolyn Dollar
Guest:
Denise M. Korniewicz Ph.D., RN, FAAN
ATI Curriculum Educational Consultant
Call to Order – Dean Spring
Minutes
Dr. Korniewicz discussed the curriculum development process with faculty

An overview of CMAP (Curriculum Development and Management Tool) was discussed and reviewed by the ATI
consultant and faculty (See Attachment)

The Associate degree of nursing program student outcomes and competencies were reviewed

The ASN and SON’s mission was discussed and rewritten to coincide with the Mississippi Nursing Competency Model with
the inclusion of patient centered care, professionalism, leadership, system based practice, safety, evidence-based
practice, informatics and technology, communication, teamwork and collaboration, and quality improvement (See
Attachment)

The course syllabi for NU121 (Fundamentals of Nursing), NU149 (Nursing Seminar), and NU129 (Health Assessment)
were reviewed. CMAP was used to make changes to the course description, student learning outcomes, and course
objectives. For the upcoming academic term (Fall 2016), NU121, NU149, and NU129 will be combined into one course.
There will be 4 hours of theory and 12 hours of clinical per week. Changes will be made to first and second year level
courses.

NU121 content was reviewed by faculty. Faculty noted that content in courses should move from simple to complex

Tentative dates for the upcoming virtual ATI curriculum meetings were discussed. Tentative dates were set for March 1 st
(10

a.m. to 1 p.m. /2 to 4:30 p.m.), March 23rd, April 6th (9 to 12 p.m. /1 to 4 p.m.), and April 27th, 2016 (9 to 1 p.m.).
Next ASN meeting to be held on February 24th, 2016 at 9:00 a.m. to continue to work on course descriptions, objectives,
and content in each syllabi (NU130,NU131, NU225, NU227, NU235, NU238,and NU289)
Alcorn State University
Associate Degree of Nursing
Curriculum Meeting
February 10, 2016
Presiding:
Dr. Debra Spring, Dean
Present:
Dr. Rebecca Fairchild
Dr. Linda Godley
Dr. Jacqueline Johnson
Mrs. Delores Williams
Dr. Ira Sewell
Call to Order – Dean Spring (Meeting was called to order at 9:30 a.m.)
Minutes
 Dr. Spring reported she wanted to have the mission voted down to one statement due to length.
Report faculty did good work on redoing and revising the curriculum. The amount of work done with
CMAP was amazing and the ASN program needs drastic changes.
 Dr. Godley, Dr. Spring, and Dr. Fairchild looked at new program of study (see attachment). Agreed
to decrease the number of credit hours. Dr. Springs reported ACEN is a little lenient and still at 71-72
hours. Changes are to decrease hours to half of the BSN with a possibility of 60 to 64 hours.



Dr. Springs reported we need to make sure an elective is offered and need to create titles for units
Dr. Fairchild reported we aren’t going to be naming units until we set up CMAP
Dr. Springs reported faculty need to think from simple to complex and introduce concepts. We need
to include all systems in clinical. Faculty need to think about the most difficult people you have to
deal with. May need units in larger courses and teach in blocks. Have to teach mastery of content in
order to sit for NCLEX with minimum competency

Dr. Spring reported she spoke with director at Southwest Community College. They redid the
curriculum and having good results.

Dr. Fairchild reported they were looking at the LPN fast-track program. Reported they are looking to
see if students can receive credit by validation (currently reviewing products)


Dr. Fairchild reported not to keep all of the difficult lectures in the last semester
Faculty discussed the content in each Med-Surg course (NU130 and NU235) to determine
placement in courses. Content was listed by faculty and reviewed. Dr. Fairchild asked faculty to work
on content and course descriptions before next meeting

Next curriculum meeting scheduled for February 17th
Alcorn State University
Associate Degree of Nursing
Curriculum Consultation Meeting
February 17, 2016
Presiding:
Present:
Dr. Debra Spring, Dean
Dr. Rebecca Fairchild
Dr. Linda Godley
Dr. Jacqueline Johnson
Mrs. Delores Williams
Dr. Ira Sewell
Dr. Carolyn Dollar
Call to Order – Dean Spring
Minutes

Minutes from the previous meetings were reviewed by faculty

Dr. Fairchild reported she will add more information and give minutes to Mrs. Erica Chatman (ASN secretary)
to place in correct format

Dr. Fairchild reported Mrs. Denise Korniewicz (ATI consultant) will assist faculty with placing curriculum
information into CMAP

Dr. Spring reported ACEN representative (Dr. Stoll-executive director) pulled together a task force to review
standard 6 to make sure it was clear. Dr. Stoll was concerned that a lot of programs have been unable to meet
Standard 6. New standards and criteria have been developed

Dr. Spring will call Betty Davis for clarity due to some information being unclear. One area lenient is faculty
credentials (may hire an exception only if no one else to hire). There were no changes to standard 4.

Dr. Spring reported standard 6 consisted of systematic plan only reflecting student learning and program
outcomes. Need to get SLO down to bare minimum and envision 10 which coincide with the Mississippi
Competency Model. They are only looking at NCLEX pass rates which include the 1 st write, program
completion, and job placement rates. All students should be able to pass 1 st writes but there have been a lot of
changes. No longer have to track graduate and employee satisfaction

Dr. Godley reported she was on the committee for the 2013 Standards and spoke about this issue also. The
only state which does not provide faculty credentials is Utah. Some of the schools are unable to get faculty
with minimum credentials. Need to make sure we track ELA, assessment, findings, and discussion

Dr. Fairchild reviewed content and asked faculty for suggestions for placement into each Med-surg course.

Content was reviewed with placement of systems into individual Med-Surg courses (See Attachment)

Faculty reviewed and made changes to course descriptions (See Attachment)

Reviewed and discussed new titles, prerequisites, and corequisites (See Attachment)

Dr. Fairchild asked faculty to review the plan of study for the LPN fast track program for discussion and
revisions at next meeting

Next meeting to be held on February 24, 2016
Alcorn State University
Associate Degree of Nursing
Curriculum Consultation Meeting
February 24, 2016
Presiding:
Dr. Debra Spring, Dean
Present:
Dr. Rebecca Fairchild
Dr. Linda Godley
Dr. Jacqueline Johnson
Mrs. Delores Williams
Dr. Ira Sewell
Dr. Carolyn Dollar
Mrs. Theresa Cole
Call to Order – Dean Spring
Minutes

Dr. Fairchild reported she was glad the proposed curriculum plan and course descriptions were accepted during the faculty
organizational meeting

The goal of this meeting was to look at the LPN to RN transition to find a suitable product for credits for the first summer
semester and enter into the fall, eliminating the summer entry, and making it appealing for prospective LPNs

Dr. Fairchild is still in the process of reviewing products such as HESI and NLN

Dr. Fairchild has not heard from Denise regarding virtual setting for next week. Meeting will be a long day

Dr. Fairchild reported that the BSN faculty reminded her that courses are blocked this semester. Dr. Fairchild instructed Dr.
Sewell to remind first year level students that if unsuccessful in NU 130 (Med-Surg I) they will have to officially withdraw
from NU131 (Psych)

Mrs. Ursula Brooks-Ware is working on psych clinical rotations. Mrs. Delores Williams reported Mrs. Ware has spoken with
representative regarding Jefferson Comprehensive Center and Whitfield clinical sites.

Dr. Sewell spoke with Dr. Fairchild regarding payments for upcoming MOADN. Dr. Fairchild reported Dr. Sewell will need
to contact representative. They are having trouble with website. Instructed Dr. Sewell to speak with Dr. Spring since she
will be attending a meeting on tomorrow with MOADN. Dr. Sewell reported she will follow up with Dr. Spring.

Debbie Mizell will be at the MOADN convention as a vendor for ASU.

Dr. Sewell asked Dr. Fairchild for suggestions for student/faculty attire to attend the convention. Dr. Fairchild asked Dr.
Sewell to discuss uniform with students (T-shirts or professional attire). Dr. Fairchild reported MOADN has an honor
society but you have to be in good accreditation standing. There is a lot required when joining the honor society (service
project, etc).

Dr. Fairchild and faculty reviewed sample uniforms from Prestige Company. Discussed with Mrs. Theresa Cole regarding
student kits for the upcoming year. Dr. Fairchild asked Mrs. Theresa Cole to make sure the right size catheters are
purchased for the manikins.

Dr. Godley reported she will discuss with the advisory committee regarding including faculty in in services and training
sessions at the clinical sites
Next meeting to be held on March 1, 2016 (Virtual ATI)
Alcorn State University
Associate Degree of Nursing
Curriculum Consultation Meeting
March 01, 2016
Present:
Dr. Rebecca Fairchild
Dr. Linda Godley
Dr. Jacqueline Johnson
Mrs. Delores Williams
Dr. Ira Sewell
Dr. Carolyn Dollar
Mrs. Theresa Cole
Call to Order – Dr. Fairchild (Meeting Began-10:00 a.m.)
Minutes
 Dr. Denise Korniewicz (ATI consultant) conducted a virtual ATI working session with faculty to enter
and make curriculum changes in CMAP


Worked on course syllabi for NU 128 (Client Centered Care I) and NU 218 (Client Centered Care II).
Changes were made to the course objectives, content, course descriptions, and titles.
Worked on content to include in NU 118 (Foundations of Client Centered Care) and NU 229 (Client
Centered Care III).

Dr. Korniewicz reported she will work with faculty on combining Peds and OB content into (NU 218)
Med-Surg II. She will work with Dr. Fairchild and Dr. Godley on Friday, March 4th to help with content
and demonstrate how to set up Med-Surg III (NU229) for a couple of hours from 9 to 11:30 a.m.

Faculty will have to agree to the curriculum changes made in NU128 (Med-Surg I) after the final
changes are made.

Dr. Korniewicz suggested faculty work on various assignments for curriculum changes before next
meeting. Dr. Sewell will be working on content units for acid/base, electrolytes, and preop. Dr.
Johnson will be working on which courses nursing skills will be taught along with oncology content

Meeting was adjourned at 4:10 p.m.
Alcorn State University
Associate Degree of Nursing
Curriculum Consultation Meeting
March 9, 2016
Present:
Dr. Rebecca Fairchild
Dr. Linda Godley
Dr. Jacqueline Johnson
Mrs. Delores Williams
Dr. Ira Sewell
Mrs. Theresa Cole
Call to Order – Dr. Fairchild (0915)
Minutes

Dr. Godley gave deadline overview for report to ACEN. Report had conference call for ACEN last week for substantive
change report. The report is due 4 months before implementation date which is April 22, 2016. Currently shooting for April
1, 2016 deadline. Spoke with chairperson of university curriculum committee regarding documents needed for approval.
The committee meets every 3rd Tuesday of the month). Committee met and reported the completed course syllabi are
needed. Prospectives for SACS, IHL, ACEN and accrediting body are needed with copies of letters from each agency
needed

Dr. Fairchild reported discussions with ATI representative, Dr. Denise Korniewicz regarding syllabus and contents for units.
Dr. Fairchild and Dr. Godley will go back and do CMAP editing

Mrs. Theresa Cole reported a new quote was sent by representative for student kits. The total cost for the kit is $155.00.
There are no safety needles in kit due to cost of $5.00. Students are responsible for going online and placing orders

Dr. Fairchild asked Mrs. Cole will information be available for orientation for kits and uniforms. Mrs. Cole reported she will
have quotes available for orientation. Dr. Fairchild reported they will place updated health form online. It will be the
student’s responsibility to print documents and turn in

Dr. Godley reported we may need to price safety needles and keep them in the skills lab. Dr. Fairchild reported Dr. Spring
may have to see if we can charge students a lab fee and make sure it doesn’t roll over in the general fund

Dr. Sewell asked what she needs to do about monies for MOADN in order to mail. Dr. Fairchild and Dr. Godley instructed
her to ask Mrs. Vanessa Johnson. Dr. Godley said she thought there was a representative for MOADN in the past but no
one has been active. Dr. Fairchild reported she is meeting with the BSN faculty to show them uniforms. Report students
could possibly get them though the bookstore but do not sell white. Dr. Fairchild reported the purple scrubs look
professional

Reviewed and discussed course syllabus 218cb (Client Centered Care II combined content). Discussed addition and
deletion of content in the syllabus. Dr. Fairchild asked Mrs. Theresa Cole to do content topics for OB since this is her
specialty area

Discussed placement of oncology content into different syllabus

Dr. Fairchild stated administration of the math exam should be a skill at the lower level such as in NU 118 (Foundations of
Client Centered Care)
Next virtual meeting scheduled for March 23, 2016
Appendix D
Documentation of Internal Approval Process
Appendix E
Governing Organization Accrediting Agency Approval
Appendix F
Mississippi Nursing Competency Model
Background
The Mississippi Nurse of the Future Competency Model is the culmination of a collaborative effort of
many nursing leaders in the stateand one outcome of the Mississippi Council of Deans and Directors
of Schools of Nursing (MCDDSN) Education Redesign Taskforce(ERTF) initiative. The 2011 adoption
of this model demonstrates the MCDDSN’s most recent implementation of a successful model that
defines core competencies for entry-level nursing practice. The MCDDSN is committed to continuous
quality improvement in nursing education, including preparing nurses of the future with
competencies for effective nursing practice and leadership to advance health care.
In 1997, Mississippi was one of the first states to develop and adopt a competency model. The
desired outcomes of this model were to ehance the education and practice of Mississippi
nurses, facilitate articulation across nursing education programs, and assist employers
in understanding the differences in expected skill sets based on educational degrees. Competencies
were identified according to roles of nurses with varying educational backgrounds encompassing
LPN, ADN, BSN, and MSN preparation. In 2002, the Mississippi Competency Model was
revised to include PhD competencies. Schools of nursing have used the Model as a basis for
designing curricula and policies to improve the articulation among educational programs and upward
mobility of nurses in Mississippi.
The MCDDSN Strategic Plan for Education Redesign, developed in 2009 and updated annually,
provides the framework and guidance for Mississippi’s continued work to address the
changing demographics and societal needs for nursing and healthcare in an increasingly
complex healthcare environment. The Strategic Plan depicts nursing education priorities, resources
needed, short-term and long-term outcomes. One track of work emanating from the 2010
strategic plan was the appointment of the Education Redesign Task Force, charged with:
1. Updating the MS Competency Model with core competencies for the nurse of the future:
2. Reviewing best practice models for curriculum redesign
3. Creating models for seamless academic progression across education levels
4. Facilitating voluntary implementation of a state-wide curriculum model that integrates
essential competencies for nursing practice
The ERTF brought together statewide stakeholders in nursing education and practice to review
national recommendations and guidelines for nursing practice, national nursing education
accreditation standards and other state competency models. The initialreview by stakeholders
spearheaded focus group sessions among practice partners to identify gaps between the 1997
competencies and core competencies for future nursing practice. The outcome of the critical analysis of
existing documents and stakeholder meetings led to the eventual adoption of the
Nurse of the Future Nursing Core Competencies© (Massachusetts Department of Higher
Education Nursing Initiative, 2010) as the Mississippi Nursing Competency Model: Nurse of the
Future Nursing Core Competencies, to replace the existing 2002 model.
The MS Nursing Competency Model identifies the ten Nurse of the Future (NOF) Nursing Core
Competencies and the knowledge, attitudes and skills associated with each. The competencies
are designed to guide curriculum development and implementation in pre-licensure nursing programs.
The model provides the foundation for further development of depth and scope of the competencies for
advanced nursing practice at the master’s and doctoral levels.



The nurse of the future will be proficient in a core set of competencies.
• There is a differentiation in competencies among practicing nurses at various levels
• Competence is developed over a continuum and can be measured
Nurse educators in education and in practice settings will need to use a different set of
knowledge and teaching strategies to effectively integrate the Nurse of the Future
Nursing Core Competencies© into curriculum.
The Nurse of the Future Nursing Core Competencies
The NOF Nursing Core Competencies emanate from the foundation of nursing knowledge. The competencies,
which will inform future nursing practice and curricula, consist of the following:
 Client-Centered Care
 Professionalism
 Leadership
 Systems-Based Practice
 Informatics and Technology
 Communication
 Teamwork and Collaboration
 Safety
 Quality Improvement
 Evidence-Based Practice (EBP)
Appendix G
Documentation of NCLEX-RN Pass Rate
Appendix H
Mississippi Nursing Degree Programs Accreditation Standards
Procedure Manual rules and Regulations Section III – C - 2
Appendix I
2014 Performance Improvement Plan
Appendix J
2015 Performance Improvement Plan Progress Report
Appendix K
Course Syllabi (Current and Revised Curriculum
ALCORN STATE UNIVERSITY
ASSOCIATE DEGREE NURSING PROGRAM
NURSING COURSE SYLLABUS
NU 129
Essentials of Health Assessment
2 sem hrs
Rebecca Fairchild, PhD, RN, Interim Director of Undergraduate Studies
Jacqueline Johnson, DHA, RN, ASN Program Coordinator
Ira Scott-Sewell, PhD, RN, Faculty
Office hours are posted on the door of each faculty office. Students are not allowed in the
faculty’s offices unless a faculty or secretary is present due to security reasons.
COURSE DESCRIPTION
This course is an introduction to the essentials of health assessment. Included in the
course are nursing skills necessary to gather data through interview and physical
examination of clients throughout the lifespan. The course requires independent skill
laboratory practice. Proficiency is evaluated in the laboratory setting.
Pre-Requisites: Admission to Upper Level. See Plan of Study. Co-Requisites: NU 121,
NU 149 Fall Semester.
http://www.alcorn.edu/data/files/gallery/ContentGallery/ASU_Undergraduate_Catalog_2
01420161.pdf
COURSE STUDENT LEARNING OUTCOMES
(Insert here.)
CODE OF CONDUCT
The University has established standards and procedures, which shall govern the conduct
of students on University property, in University facilities, and away from the University
Campus. This code of conduct and disciplinary due process is detailed in the ASU
Student Handbook. Disciplinary problems may be referred to a student-faculty discipline
committee appointed by the President of the University. A complete description of the
Student Code and Standards of Conduct can be found at:
http://www.alcorn.edu/data/files/gallery/ContentGallery/Student_Handbook1.pdf
In addition to the University standards, nursing students are expected to abide by the
SON Integrity Policy. The SON Integrity Policy can be found in the ASU SON
Undergraduate Handbook.
ALCORN STATE UNIVERSITY NOTICE OF NON-DISCRIMINATION
STATEMENT
The University complies with all laws regarding affirmative action and equal opportunity
in all its activities and programs and does not discriminate against anyone on the basis of
age, creed, color, national origin, race, religion, gender, handicap, or military status.
http://www.alcorn.edu/data/files/gallery/ContentGallery/ASU_Undergraduate_Catalog_2
01420161.pdf
ALCORN STATE UNIVERSITY DISABILITY SUPPORT STATEMENT
Students who need disability accommodations should submit an application packet with
supporting documentation from a qualified professional to the Director of Health and
Disability Services. Upon careful review of the documentation and discussion with the
student, the Director of Health and Disability Services will arrange reasonable physical
and academic accommodations. The Department of Health and Disability Services is
located in the Felix H. Dunn Health Services Center. The telephone number is 601-8776460.
Upon admission, a student who discloses a properly certified disability will receive a
reasonable accommodation. However, in order to perform safe patient care, students must
meet core performance standards and functional abilities for admission and progression,
as published by the Southern Council on Collegiate Education for Nursing (SCCEN). A
copy is available from the School of Nursing and in the SON Undergraduate Programs
Student Handbook. Students are responsible for updating the Director’s office each
semester regarding their enrollment status.
STUDENT DUE PROCESS
A grievance is a student’s claim of unfair and/or non-equitable treatment regarding
established policies, procedures, rules, and regulations of ASU. The formal expression
of a grievance is a complaint. The SON defines a grievance as a formal allegation against
a party or program expressed in a written, signed statement. The student has the right to
express grievances without prejudice, penalty, or recrimination. Please refer to the
University Student Handbook p. 111
http://www.alcorn.edu/data/files/gallery/ContentGallery/Student_Handbook_Changes_20
15.pdf
Grade Appeal
A grade other than an incomplete may be changed only if there is an error of calculation
or recording as verified by the official roll book. The SON Undergraduate Director, SON
Dean, and the Vice President for Academic Affairs approve all change of grades. Course
grades may be appealed by submitting the appeal in writing prior to the beginning of the
next scheduled term. Following the steps of the Grievance Procedure is required.
NURSING STUDENT MANUAL
The Alcorn State University School of Nursing Undergraduate Student Manual can be
accessed on the SON webpage.
The online manual contains the information/policies/guidelines that are applicable for all
students enrolled in nursing. After thoroughly reading the manual the student will sign a
statement indicating the student has read and understands the SON Undergraduate
Student Manual.
TEACHING/LEARNING STRATEGIES
Lecture/Discussion
Electronic Modules
Audio-Visual Aids
Assigned Readings
Case Studies
Simulation/Virtual Simulation
ATTENDANCE REQUIREMENTS
Regular and prompt class attendance is required of all students enrolled in SON
programs. Consistent class attendance, for students, applies to all classes whether these
are lecture or laboratory sessions. Any student that arrives > 15 minutes late for class or
leaves > 15 minutes before class is officially dismissed [by the faculty of record] is
documented tardy. Three tardies are equivalent to one unexcused absence.
A tardy exceeding 30 minutes will be considered a class absence. Students arriving tardy
will not be admitted to class after 30 minutes tardy but may enter the classroom at the
next break.
Class attendance is regarded as an obligation as well as a privilege and a student is
expected to attend all classes in which one is enrolled. Failure to do so may jeopardize
the student's scholastic standing and may lead to suspension from the University. No
matter how justifiable the circumstances for class absences, students must attend a
minimum of 75% of the meetings for a given course in order to be eligible to receive a
passing grade. If a student, for any reason, accumulates absences in a course in excess of
one-fourth (25%) of a class [when class is administered according to credit hour
guidelines], s/he receives the grade of “F” in that course unless the circumstances for
absences are deemed extenuating by the Provost.
Excused Absences
Absences documented by official sources (i.e. medical or death of family member) are
excused. Excused absences are counted as absences when computing the 75% minimum.
An excused absence allows the student to make up the work and receive a grade for that
work if the work is completed within two weeks after the absence. The student is
responsible for obtaining assignments, scheduling make-up work, and submitting
assignments to the instructor within the two week period after the absence. Periods of
absence in excess of one week must be approved and excused by the Office of the
Provost
Students must present official documentation for an excuse to the instructor, who will
make the decision on the classification and acceptability of the excuse. Disagreements as
to acceptable excuses are adjudicated by the Dean of the School.
CONFIDENTIALITY
Students may come in contact with confidential information both clinical and employee
related through written records, documents, ledgers, internal verbal correspondence and
communications, computer programs and applications. Confidential information cannot
be disclosed to anyone other than those designated and/or appropriate persons at the
clinical facility, directly or indirectly, either during or after the clinical experience. All
students are required to sign a confidentiality statement of the clinical facility and abide
by the agency’s policy, rules, and regulations of confidentiality including HIPPA.
Violations or breach of confidentiality may be cause for termination of the student’s
clinical rotation at the clinical facility in addition to possible legal remedies available and
Disciplinary Committee Review by Alcorn State University.
MAKE-UP WORK
An excused absence allows the student to make up the work and receive a grade for that
work if the work is completed within two weeks after the absence. The student is
responsible for obtaining assignments, scheduling make-up work, and submitting
assignments to the instructor within the two week period after the absence.
Tests
Make-up tests will be given at the discretion of the faculty. The make-up test can be oral,
essay, and/or multiple-choice. A request for all make-up tests must be made on the day
the student returns to class following the absence. The student must complete the
appropriate form and submit it to the faculty. Make-up tests that are not taken by one
week passed the date of the request will not be given. An unexcused absence on the day
of a scheduled make-up examination will result in a grade of a zero. Unscheduled
quizzes and examinations cannot be made up.
A student is allowed only three (3) make-up tests per course. Any test missed thereafter
will be graded “zero.” Regardless of the actual score made on the make-up test, the
maximum score for make-up tests will be: first make-up test 85%; 2nd make-up test 80%;
and third make-up test 75%. If the actual score on any make-up test is lower, the actual
score will be recorded.
LEARNING LAB GUIDELINES
Refer to the Clinical and Virtual Laboratories Handbook for guidelines and procedures
related to the skills lab and virtual hospital. Children are not allowed in the skills lab or
virtual hospital.
LEARNING LAB PRACTICE & REFERRAL
Lab hours are 8 am to 5pm Monday – Thursday and 8 am to 4pm on Friday, unless
otherwise posted. Any changes in lab hours will be posted on the Skills lab door and
Skills lab coordinators office door.
The student should notify the Clinical and Virtual Laboratory Coordinator as soon as
possible if the student is unable to keep scheduled appointments as everyone’s time is
valuable. “NO SHOWS” for scheduled appointments are not acceptable. Call 601-3044353 (office, voice mail) if the cancellation is the same day and follow up with a
cancellation request. Submit a cancellation request prior to appointment-reschedule
requests must be submitted within 3 days of cancellation.
COMMUNICATION
The student is responsible for checking for any messages and/or communication from
faculty, staff, and/or administration by electronic mail, Blackboard, or designated bulletin
boards daily. The approved electronic mail address is the student address assigned
through Alcorn.edu.
RETURN TO SCHOOL CLEARANCE
A student who is hospitalized must present a return to work certificate from their
physician to the Director of Undergraduate Studies, before returning to classroom/clinical
areas. Other circumstances that may affect a student's or client's safety will also require a
return to work certificate. (Examples: communicable disease, pregnancy, accidents.) The
Director of Undergraduate Studies will request such certificate when deemed appropriate.
COURSE FAILURE
See SON Undergraduate Programs Student Handbook and ASU Catalog.
COURSE WITHDRAWAL (Dropping a course)/UNIVERSITY WITHDRAWAL
Any student wishing to withdraw from a single course or from the university should
make an appointment with the Nursing Undergraduate Director to schedule an exit
interview. Students wishing to withdraw from a single course must pick up a change-ofschedule form in the Enrollment and Recruitment Coordinator. The complete procedure
can be found at http://www.alcorn.edu/academics/registrars-office/dropping-and-addingcourses/index.aspx.
Students wishing to withdraw from all courses should complete a withdrawal form
obtained from the Enrollment and Recruitment Coordinator and schedule an exit
interview with the Nursing Undergraduate Director. Students are not automatically
dropped or withdrawn from the institution. The student is responsible for completion the
proper forms to make sure the academic record reflects the correct action. The procedure
for withdrawal can be found at http://www.alcorn.edu/academics/registrarsoffice/withdrawal/index.aspx.
EVALUATION
Evaluation Criteria
A. Grading Scale
92-100 = A; 83-91 = B; 77-82 = C; 68-76 = D; 0-68 = F
B. Course Test Grade Average*
The course test grade average for this course will be calculated in the
following manner.
1. Unit Test Grade Average 70%
2. Comprehensive Exam 30%
*The course test grade average must be 77 or greater in order to pass
the course.
C. Course Grades
The course grade will be calculated in the following manner.
1. Written Examinations/Quizzes 40%
2. Check-Off Examinations 30%
3. Final Comprehensive Assessment 30%
The overall course average must be 77% or higher.
REQUIRED MATERIALS AND TEXTS
See textbook list.
Equipment for Health Assessment Experiences: At a minimum, nursing students are
required to have the following items for participation in clinical experiences: stethoscope
(with bell and diaphragm), manual blood pressure cuff (adult) name tag, Alcorn
identification, nursing scissors, penlight, black or blue ink pen, calculator, wrist watch
with a second hand, and documents required for nursing clinical affiliation requirements.
STUDENT SUPERVISION
Students must be supervised when performing skills as designated by agency policy,
course Guidelines for Student Supervision and/or the Safety Policy.
TESTING GUIDELINES
On exam days students are to present to the classroom with two sharpened number 2
pencils only. Backpacks, textbooks, notes, purses, jackets, coats, hats, soft drinks,
electronic devices, etc. will not be allowed during the exam. After the exam is complete,
students will be allowed ample time to retrieve personal belongings. Students are
required to take examinations on the designated dates and at the scheduled time unless
the faculty is notified at least one (1) hour prior to the exam. Failure to notify the faculty
and to receive official release from the scheduled exam will result in a score of ZERO
points for the exam.
TEST GRADE REPORTING
To protect student confidentiality, grades are NOT given out by telephone or e-mail. Test
grades will be reported on the course Blackboard web site within three class days.
TEST REVIEWS
All students are encouraged to schedule a test review. However, any student scoring less
than 77% on any unit exam will be required to schedule a test review with the faculty.
Students will have a two-week time period to review tests. After the two-week time
period, no test will be reviewed and no grades will be changed. If there is less than two
weeks until the end of the semester, the student will have until the end of the semester to
review the test.
TEST SECURITY
Tests and test items are considered the property of the nursing programs. Only answers
marked as directed will be scored. Test items are analyzed by faculty to provide students
with valid, reliable tests. Students are strictly prohibited from disclosing test items or
response choices to anyone, including using language that is substantially similar to the
test item or response choice. The disclosure of any information about the nature or
content of test items, before, during, or after a test is considered cheating and will result
in a grade of “F” in the course. This includes, but is not limited to possession of test
questions outside of a testing situation unless supervised or approved by a faculty
member, any oral or written disclosure, or any paper or electronic distribution. Additional
penalties could occur if the student is referred for disciplinary action.
EMERGENCY GUIDELINES
Emergency guidelines are posted to the SON website. Students should review the
guidelines each semester.
RELEASE OF INFORMATION
See School of Nursing Undergraduate Handbook. Clinical agencies may request the
student’s social security number and phone number as needed for agency requirements.
Please note that remediation for this course is mandatory for any student scoring 80 or
below on any teacher made exam. It is strongly recommended that students utilize all
available resources for remediation. Please contact faculty to schedule time and date for
remediation.
Date/Time
August 25, 2015
Introduction to
Health Assessment


Syllabus
Grading
Policies
Unit and Content
Course Orientation
Learning Objectives
Reading
Assignments
Learning
Activities

Course
Expectations
Simple Neurological
Assessment
Date/Time
September 1, 2015
Assessment of
Integumentary
Function
 Anatomic and
Physiologic
Overview
 Assessment
 Diagnostic
Evaluation
1.
Describe ways to
prepare the physical
environment and make it
conducive to a physical
examination.
2.
Explain ways to
prepare the client for a physical
examination.
3.
Describe the various
positions used to perform the
physical examination
4.
Demonstrate the
correct method used for
inspection during the physical
examination.
5.
Explain the purpose
and differences between light,
deep, and bimanual palpation.
6.
Demonstrate correct
direct, indirect, and blunt
percussion techniques used
during the physical
examination.
7. Explain the correct use of the
stethoscope and the purpose of
the bell and the diaphragm.
8. Survey the various pieces of
equipment used to perform a
physical examination.
Unit and Content
Assessment of
Integumentary Function
(Skin, Hair, Nails)
Learning Objectives
The learner will be able to:
1. Discuss the functions
of the skin and its
appendages
2. Discuss the normal
anatomy and
physiology of the skin
and its appendages.
3. Identify the
appropriate questions
to use to elicit an
accurate health history
Weber and
Kelley
Perform two
health histories
with the forms
Chapter(s) 8,9 provided.
Document your
findings and turn
the assignment in
to faculty the
next class
meeting.
Reading
Assignments
Kelley &
Weber
Chapter 14
Learning
Activities
Practice health
assessment
skills for the
skin, hair, and
nails in the
laboratory
setting.
of the client’s skin
and appendages.
4. Identify the various
configurations of the
skin lesions as well as
the types and color s
of lesions.
5. Perform a health
assessment of a
client’s skin, hair, and
nails.
Date/Time
September 15, 2015
Head and Neck
 Structure and
Function
 Health
Assessment
Date/Time
September 22, 2015
Assessment of the
Eye
 Diagnostic
Evaluation
Unit and Content
Learning Objectives
The learner will be able to:
1. Identify the major
structures of the face,
head, and neck.
2. List the cranial and
facial bones.
3. Identify the two major
muscles of the neck.
4. Describe the size,
shape, and consistency
of the thyroid gland.
5. Identity appropriate
questions to use to
elicit an accurate
assessment of the face,
head, and neck.
6. Identity the location of
the lymph glands of the
head and neck.
7. Perform a health
assessment of a client’s
face, head, and neck.
Unit and Content
Assessment and Management
of Patients With Eye and Ear
Disorders
Learning Objectives
The learner will be able to:
Reading
Assignments
Kelley &
Weber
Chapter 15
Reading
Assignments
Chapter(s) 16,
17, 18
Kelley &
Weber
Learning
Activities
Practice health
assessment skills
for head and
neck in the
laboratory
setting.
Learning
Activities
Practice health
assessment
skills for eyes
and ears in the
laboratory
setting.



Impaired
Vision
Ocular
Medication
Administration
Infectious and
Inflammatory
Conditions
Assessment of the
Ear
 Diagnostic
Evaluation
 Hearing Loss
 Conditions of
the External
Ear
 Conditions of
the Inner Ear
 Aural
Rehabilitation
September 29, 2015
Examination of the
Nose
Examination of the
Mouth (Throat)
Examination of the
Sinuses
Date/Time
October 6, 2015
Assessment of
Respiratory Function
 Anatomic and
1. State the purpose of the
examination of the eyes.
2. Distinguish the structure
of the eye.
3. Discuss the structures of
the eye.
4. Discuss the relationship
of the cranial nerves to
the structure and
function of the eye.
5. Specify those aspects of
the health history that
are essential to perform
an examination of the
eyes.
6. Perform a health
assessment on a client’s
eyes.
7. Identify the structures of
the external ear.
8. Differentiate between
conductive hearing loss,
sensorineural hearing
loss, and mixed hearing
loss.
9. Identify structures of the
nose, nasal cavities, and
paranasal sinuses.
10. Identify the structures of
the mouth and
oropharynx.
11. Describe the variations
in health found on a
physical examination of
the ears, nose, mouth,
and throat.
12. Perform a health
assessment of a client’s
eyes, ears, nose, mouth,
and throat.
Unit and Content
(Thorax and Lungs)
Assessment of Respiratory
Function
Learning Objectives
Reading
Assignments
Kelley &
Weber
Chapter 19
Learning
Activities
Practice health
assessment
skills for the
respiratory


Physiologic
Overview
Assessment
Diagnostic
Evaluation
October 13, 2015
Assessment of
Cardiovascular
Function
 Anatomic and
Physiologic
Overview
The learner will be able to:
1. State the purpose of
examining the client’s
respiratory system.
2. State the major
functions of the
respiratory system.
Discuss the anatomy
and physiology of the
respiratory system.
3. Use surface landmarks
to describe the location
of the lung borders,
lung fissures, the
diaphragm, and the
trachea.
4. State the components
of the health history
necessary to complete
examination of the
respiratory system.
5. State the purpose of
palpation, percussion,
inspection, and
auscultation in the
examination of the
respiratory system.
6. Distinguish the tones of
hyperresonance,
resonance, tympany,
dullness, and flatness.
7. Compare the
characteristics of
normal and abnormal
breath sounds.
8. Perform a health
assessment of a client’s
respiratory system.
(Heart & Neck Vessels;
Peripheral Vascular System)
Assessment of
Cardiovascular Function
Learning Objectives
The learner will be able to:
1. State the purpose of the
system in the
laboratory
setting.
Chapter
21,22
Kelley &
Weber
Practice health
assessment skills
for the
cardiovascular
system in the
laboratory setting.


Assessment of
Cardiovascular
System
Diagnostic
Evaluation
2.
3.
4.
5.
6.
7.
8.
cardiovascular system.
Describe the anatomic
landmarks important in
the cardiovascular
assessment.
Describe the three
components of the
cardiovascular system:
the heart and great
vessels, neck vessels,
and peripheral vessels.
Discuss the concept of
sound transmission
with regard to the four
heart valves.
Identify the location
where the sound of
each heart valve is best
heard.
Discuss the
components of the
cardiac cycle that
produces S1 and S2
heart sounds.
Describe the
components of the
health history that
should be elicited
during the assessment
of the cardiovascular
system.
Perform a health
assessment of a client’s
cardiovascular system.
June 11, 2015
Assessment of
Digestive and
Gastrointestional
Function
 Anatomic and
Physiologic
Overview
 Assessment of
the
Gastrointestion
al System
 Diagnostic
Evaluation
(Abdomen)
Assessment of Digestive and
Gastrointestinal Function
Date/Time
Unit and Content
Learning Objectives
The learner will be able to:
1. Discuss the
examination of the
abdomen.
2. Identify the vital
organs contained in the
abdomen
3. Identify the
components of the
health history
necessary to do an
examination of the
abdomen
4. Locate the abdominal
organs and assess the
areas of pain and
tenderness.
5. Perform an abdominal
health assessment on a
client.
6. Discuss the major
goals and components
for conducting a
nutritional assessment.
7. Describe various
methods of obtaining a
dietary history.
8. Perform a nutritional
assessment on a client.
9. Evaluate nutritional
assessment data for
adequacy.
Assessment of
October 20, 2015
Musculoskeletal
Function
 Anatomic and
Learning Objectives
Physiologic
The learner will be able to:
Overview
1. Describe the purpose
of the
 Assessment of
musculoskeletal
Musculoskeleta
examination.
l System
2. Describe the
Chapter
23
Kelley &
Weber
Reading
Assignments
Potter and
Perry
Chapter 24
Practice health
assessment skills
for digestive and
gastrointestinal in
the laboratory
setting.
Learning
Activities
Practice health
assessment skills
for the
musculoskeletal
system in the
laboratory setting.
Document your

Diagnostic
Evaluation
October 27, 2015
components of the
musculoskeletal
system.
3. Distinguish the
seven types of joint
motion (flexion,
extension, abduction,
adduction, internal
rotation, external
rotation, and
circumduction.
4. Identify the
components of the
health history that
are necessary to
perform a complete
assessment of the
musculoskeletal
system.
5. Perform a health
assessment of a
client’s
musculoskeletal
system.
findings using
correct
terminology and
turn in to faculty
by the next class
period.
Pulling It All Together:
Integrated Head-To-Toe
Assessment Demonstration
Date/Time
Unit and Content
November 3, 2015
Assessment of
Neurological System
 Anatomic and
Physiologic
Overview
 The Peripheral
Nervous
System
 Cranial Nerves
 Spinal Nerves
 Autonomic
Nervous
Assessment of
Neurological Function
Learning Objectives
The learner will be able to:
1. Describe the
structures and
functions of the
central and
peripheral nervous
systems.
2. Describe the
components of the
spinal cord.
3. Differentiate
Reading
Assignments
Chapter 25
Potter and
Perry
Learning
Activities
Practice Health
Assessment skills
for the
Neurological
System in the
laboratory setting.


System
Assessment of
the Nervous
System
Diagnostic
Evaluation
November 3, 2015
Integrated Check-Off
Time: Students must
sign up for
appointment times.
between deep
tendon reflexes,
superficial reflexes
and pathological
reflexes.
4. List the cranial
nerves, their
function and
whether they are
motor, sensory, or
mixed nerves.
5. Perform a health
assessment of a
client’s
neurological
system.
At successful completion
of the unit, the student
will be able to:
Perform a complete
comprehensive health
assessment on a client.
Document assessment
findings using correct
terminology.
Final
Comprehensive
Check-Off
ALCORN STATE UNIVERSITY
ASSOCIATE OF SCIENCE IN NURSING PROGRAM
NURSING COURSE WITH CLINICAL COMPONENT SYLLABUS
Course Information:
Course Number and Title: NU 118 - Foundations of Client Centered Care
Total Credit/Contact Hours: 8.00
Clinical Credit/Contact Hours: 4.00 (12 clock hours weekly)
Theory Credit/Contact Hours: 4.00
Course Description:
This course provides a foundation of nursing with emphasis placed on the knowledge and skills
needed to provide safe, quality care. The theoretical foundation for basic assessment and nursing
skills is presented, and the student is given an opportunity to demonstrate these skills in a clinical
setting. The course introduces the concepts of patient-centered care, professionalism, leadership,
systems-based practice, informatics and technology, communication, teamwork and
collaboration, and quality improvement. Pre-requisites: Admission to ASN Program, Bi 114, BI
114L; BI 214, BI 214L; MA121; UL 101: Co-requisites: EN 111, SY 235.
Course Objectives:
1. Discuss the role of the nurse and scope of practice, in both macro- and microsystems, and
supporting guidelines including standards of nursing practice, code of ethics, nurse practice acts,
regulatory and institutional policies, and professional registrations/certifications.
2. Review the spectrum of health care settings across which client care is provided.
3. Review the importance of selected concepts related to professionalism as they pertain to
providing and directing safe, quality client care.
4. Discuss the importance of selected concepts related to client-centered care as they pertain to
providing and directing safe, quality client care.
5. Describe the nurse’s role in identifying and supporting physiologic and psychosocial needs of
clients taking into account their diverse backgrounds, preferences, and values.
6. Discuss the nurse’s role in implementing strategies to promote an environment that is safe for
the client, self, and others.
7. Demonstrate basic nursing skills using proper techniques and measures to promote safe,
quality client-centered care.
8. Apply the various elements of the nursing process to clinical decision-making.
9. Perform a general assessment that includes the psychological, sociological, cultural, and
spiritual aspects of clients across the lifespan.
10. Discuss the use of information systems, informatics, and technology within the healthcare
system.
Content Units:
Nursing Role and Scope of Practice
Unit Objectives:
1. Define nursing and relate its current state to historical events and leaders.
2. Compare the various roles of contemporary nurses today.
3. Review the different educational paths to professional nursing and their implications for
career mobility and advancement.
4. Discuss the scope of practice of unlicensed personnel, licensed/vocational nurses,
professional nurses, and advanced practice nurses.
5. Describe how state nurse practice laws define the legal scope of nursing practice.
6. Review an established code of ethics and its role in guiding nursing practice and
ethical decision making.
7. Recognize competencies related to knowledge, skills, and attitudes that nurses are
expected to integrate into their practice.
8. Differentiate between healthcare-related macro- and microsystems and their
relationship to the nurses' role.
9. Compare nurse behaviors related to accountability and responsibility within the
healthcare system.
Content Topics:
a. Definitions of nursing
b. Historical events and leaders (Florence Nightingale, Clara Barton, Mary Mahoney,
Eliza Pillars, Mildred Montag, Bobbie Anderson, Cora Balmat, Civil War, World War I and
World War II, Korean and Vietnam Conflicts
c. Nursing roles and educational preparation
d. Scope of practice and the Mississippi Nurse Practice Law
e.Licensure and certification
f.Competencies and standards of care (Nurse of the Future, American Nurses
Association, The Joint Commission, National League for Nursing)
g.Definitions and examples of healthcare microsystem and macrosystem
h. Nurse behaviors related to accountability and responsibility within the healthcare
system
Profession Related Concepts/ Professionalism
Unit Objectives:
1. Define the concept of professionalism and its relationship to nursing practice.
2. List professional behaviors that are consistent with those of a nurse.
3. Discuss the relationship of ethical and legal practice to the role of nurses.
Content Topics:
a. Definition of professionalism
b. Professional behaviors of nurses grounded in personal values and ethical and legal
tenets
c.Resolution of ethical dilemmas
d. Legal issues related to client care (malpractice, neglience, assault, battery, false
imprisonment, confidentiality, common law, civil law, criminal law, torts, Healthcare
proxies, Good Samaritian Law, informed consent)
Spectrum of Healthcare
Unit Objectives:
1. Differentiate between the terms health and illness and the impact that lifestyle and risk
factors has on one’s health status.
2. Define the terms health promotion and wellness and discuss the nurse’s role in
supporting the client's movement towards optimal health.
3. Differentiate between primary, secondary, and tertiary care as well as the role of the
nurse when providing these levels of care.
4. Differentiate between the goals of acute and chronic care and examples of client
conditions in each category.
5. Discuss the principles of restorative or rehabilitative care, its goals, and the role of the
nurse when working with clients undergoing rehabilitation.
6. Describe palliative and hospice care and the role of the nurse in providing end of life
care.
7. Describe the various health care settings within which client care is delivered.
8. Discuss the roles of state and federal governments in regulating health care agencies.
Content Topics:
a. Influences on definitions of health and wellness (World Health Organization definition,
Health Models, Healthy People 2020)
b. Internal and external variables influencing health and wellness
c. Definitions and examples of primary, secondary, and tertiary care
d. Role of the nurse in primary, secondary, and tertiary care
e. Definitions and examples of acute and chronic conditions
f. Restorative care and rehabilitation
g. Types of healthcare facilities according to the five levels of care
h. Federal and state regulatory agencies
Profession Related Concepts/ Client-Centered Care
Unit Objectives:
1. Discuss the meaning of client-centered care.
2. Describe concepts of holistic health and nursing.
3. Describe the concept of caring as a foundation for nursing practice.
4. Review the professional skills inherent in providing client-centered care.
Content Topics:
a. Nursing process/ Define the nursing process and discuss its use as a tool for
identifying actual and potential client problems and planning client-centered care.
a. Clinical judgment/ Define clinical judgment and its relationship to nursing practice.
b. Clinical judgment/ Compare and contrast clinical judgment and critical thinking.
c. Clinical judgment/ Differentiate between decision making and problem solving.
d. Clinical judgment/ Discuss the significance of the scientific method for determining best
nursing practices.
a. Advocacy/ Define advocacy and its relationship to nursing practice.
b. Advocacy/ Discuss the relationship between the nurse’s role as advocate and the
client's right to information and make informed health care decisions.
c. Advocacy/ Review the Patient’s Bill of Rights and the Self Determination Act and their
association with the nurse’s role as client advocate.
a. Cultural sensitivity/ Define cultural sensitivity and its relationship to nursing practice.
b. Cultural sensitivity/ Discuss the term culture and the various components that
contribute to its definition (ethnicity, spiritual beliefs, social practices).
c. Cultural sensitivity/ Compare and contrast the terms cultural sensitivity and cultural
competence in relation to the role of the health care provider.
d. Cultural sensitivity/ Recognize the influence culture has on health, health practices,
illness, and caring patterns.
a. Communication/ Define communication and its relationship to nursing practice.
b. Communication/ Describe the four components of the communication process.
c. Communication/ Differentiate between verbal and nonverbal communication.
d. Communication/ Discuss characteristics of varied types of communication.
e. Communication/ Differentiate between non therapeutic and therapeutic
communication.
f. Communication/ Discuss the use of technology in the communication process.
g. Communication/ Describe how nursing documentation is a written form of
communication.
h. Communication/ Identify potential barriers to effective communication.
i. Caring/Describe caring behaviors in nursing
Profession Related Concepts/ Interdisciplinary Collaboration
Unit Objectives:
1. Define the concept of interdisciplinary care.
2. Describe the essential aspects of collaborative health care.
3. Discuss the benefits of an interdisciplinary health care team providing client care.
Content Topics:
Define teamwork and collaboration according to the Mississippi Competency Model
Identify members of the interdisciplinary team
Describe strategies for facilitating interdisciplinary team communication
Understand the impact of effective team functioning on the quality and safety of client
care
Profession Related Concepts/ Evidence-Based Practice
Unit Objectives:
1. Define the concept of evidence-based practice.
2. Identify available resources for evidence-based nursing practice.
3. Discuss how evidence-based practice provides optimum care for individuals and their
families.
Content Topics:
Steps for establishing evidence-based practice including development of an appropriate
question using the Picot format
Searchable scientific literature databases and sources for evidence-based practices
Role of the nurse in establishing evidence-based practice
Hierarachy of evidence
Profession Related Concepts/ Quality Improvement
Unit Objectives:
1. Define the concept of quality improvement.
2. Discuss the role of the nurse in identifying client concerns related to quality care.
Content Topics:
Definition of quality improvement
Tools utilized to facilitate the process of quality improvement (The Hospital Consumer of
Assessment of Healthcare Providers and Systems (HCAHPS, 2010), National Nursing
Quality Indicators (NDNQ), The American Nurses Credentialing Center (ANCC) Magnet
Rec
Role of the nurse
Profession Related Concepts/ Safety
Unit Objectives:
1. Define the concept of client safety.
2. Discuss personal and environmental factors that impair a client's ability to protect
themselves from injury.
3. Review interventions that can assist in reducing risk of client injury (properly identifying
client, using six rights of medication administration, performing fall risk assessment,
communicating client information to appropriate team member).
4. Discuss how proper and effective use of technology and standardized policies and
procedures support safe, quality care.
5. Recognize the role of the nurse in monitoring own care and that of others in promoting
a safe environment for the client.
6. Review the National Patient Safety Goals developed by the Joint Commission and
their relationship to the development of national safety standards and accreditation of
health care institutions.
7. Review the components of the Quality Safety Education for Nurses and its impact on
client safety.
Content Topics:
Nursing interventions specific to a clients’ age for reducing risk of falls, fires, poisonings,
electrical hazards, and medication and/or treatment errors.
Personal and environmental factors that may result in injury to the client or healthcare
provider
National Patient Safety Goals
Quality Safety Education for Nurses (QSEN)
Client Related Concepts/ Body Mechanics and Ergonomics (includes Body Mechanics Skills Lab)
Unit Objectives:
1. Review principles of good body mechanics and ergonomics when positioning, moving,
lifting, and ambulating clients.
2. Identify assistive devices that can be used when moving patients to aid in the
prevention of injury.
3. Examine the relationship between using good body mechanics and preventing injuries.
4. Discuss appropriate interventions to take to minimize injury to client and self during a
client fall.
5. Demonstrate proper body mechanics and ergonomics when positioning, moving, lifting
and ambulating patients.
Content Topics:
a. Body mechanics skills lab/ turning client, moving client up in bed, and use of draw
sheet
b. Body mechanics skills lab/ gait belts
c. Body mechanics/ transfers
Profession Related Concepts/ Informatics
Unit Objectives:
1. Define the concept of informatics.
2. Describe the uses of computers in nursing education and practice.
3. Discuss the computer skills and computer applications necessary for monitoring and
documenting client information.
Content Topics:
Definitions related to informatics (Information technology, nursing informatics, clinical
information systems, electronic health records)
Models of nursing information systems (nursing process model and clinical decisionmaking support systems)
Advantages of a nursing information system
Effects on client outcomes
Protection of the client (Access, confidentiality, disposal of records)
Use of computers in nursing education programs
Profession Related Concepts/ Client Education
Unit Objectives:
1. Define the concept of client education.
2. Identify the role of the nurse in relation to client education.
3. Describe the three domains of learning.
4. Review basic principles of learning.
5. Discuss how to identify educational needs of clients.
6. Describe the various elements of a teaching plan for clients.
Content Topics:
a. Standards for client education (The Joint Commission)
b. Role of the nurse according to the American Hospital Association, 2003
c. Purposes of client education (Healthy People 2020)
d. Domains of learning and appropriate teaching strategies for each domain according to
the client's age and developmental level
e. Factors influencing the client's ability to learn
f. Health literacy and the impact on client education
g. Comparison of the nursing process with creation of an appropriate teaching plan for a
client
h. Evaluation of the teaching plan
Profession Related Concepts/ Leadership
Unit Objectives:
1. Define the concept of leadership.
2. Identify the characteristics of effective leaders.
3. Describe various leadership roles assumed by nurses.
4. Discuss how nurses as leaders can influence provision of safe client care.
Content Topics:
a. Definitions (leadership, management, empowerment)
b. Characteristics of effective leaders
c. Management responsibilities
d. Delegation and priority setting
Client Related Concepts/ Rest and Sleep
Unit Objectives:
1. Review the role played by rest and sleep in maintaining good physical and mental
health.
2. Discuss the effect that lack of sleep has on a client's physical and mental health.
3. Discuss developmental variations in sleep patterns.
4. Describe the functions, physiology, and stages of sleep.
5. Identify conditions that interfere with a client's rest and sleep pattern.
6. Recognize the characteristics of common sleep disorders.
7. Review nursing interventions that can help improve a client's quality of rest and sleep.
Content Topics:
a. Mechanism of sleep regulation
b. Normal sleep patterns
c. Stages of sleep
d.Factors that promote or disrupt sleep
e. Nursing interventions to promote sleep
f. Common sleep disorders
Client Related Concepts/ Spirituality
Unit Objectives:
1. Compare and contrast the concepts of spirituality and religion.
2. Review the religious practices of selected religions and their relationship to health
promotion and health care.
3. Determine factors that contribute to spiritual distress and resulting manifestations.
4. Review the nurses’ role when caring for clients who are experiencing spiritual distress.
Content Topics:
a. Definitions (spirituality, religion, spiritual well-being, faith, atheist, agnostic)
b. Factors affecting spirituality
c. Assessment of the client's spiritual health
d.Standards of care related to spiritual health (The Joint Commission, 2010; American
Nurses Association Code of Ethics
e.Health care beliefs and implications for nursing (Hinduism, Sikhism, Buddhism, Islam,
Judaism, Christianity, Navajos, Appalachians)
Client Related Concepts/ Growth and development
Unit Objectives:
1. Review selected theories of human development and their respective stages.
2. Discuss the impact that successful and unsuccessful achievement of developmental
tasks has on the ability of an individual’s to progress to a higher level of development.
3. Ascertain the personal and environmental factors that can influence an individual’s
successful achievement of developmental tasks.
4. Review indicators of successful and delayed task resolution.
Content Topics:
a. Definitions (growth and development)
b. Theoretical foundations for planning nursing interventions for clients across the
lifespan (Erikson, Piaget, Freud, Kohlberg)
c. Developmental tasks according to Erikson and nursing implications
d.Physical, psychosocial, and cognitive development
Client Related Concepts/ Sensory Perception
Unit Objectives:
1. Review the role played by sensory perception in maintaining good physical health.
2. Describe the anatomical and physiological components of the sensory-perceptual
process.
3. Discuss factors that affect a client's sensory perceptual processes.
4. Identify conditions that interfere with clients' ability to process sensory input.
5. Differentiate between sensory deficits, overload, and deprivation.
6. Review nursing interventions that can facilitate or maintain a patient’s sensory
perceptual processes.
Content Topics:
a. Causes and effects of alterations in sensory perceptual processes
b. Assessment for sensory perceptual alterations
c. Nursing implications r/t sensory perceptual alterations
d. Environmental safety for clients with sensory perceptual processes
e. Sensory overload
Client Related Concepts/ Hygiene (includes Hygiene Skills Lab)
Unit Objectives:
1. Review the role played by the skin, mucous membranes, teeth, and nails in
maintaining the body’s first line of defense against pathogens.
2. Describe conditions and activities that place clients at risk for altered skin integrity.
3. Discuss hygienic practices that support healthy skin integrity.
4. Discuss the effect that cultural practices and developmental stage has on hygiene
practices.
5. Determine a patient’s need for assistance with hygiene-related care.
6. Describe the procedures for providing hygiene-related care in a safe, comfortable
environment.
7. Demonstrate proper techniques that support client hygiene.
Content Topics:
a. Hygiene skills lab/ mouth, skin, hair, nail, foot and perineal care
b. Hygiene skills lab/ baths and bed making
Client Related Concepts/ Activity and Exercise (includes Mobility Skills Lab)
Unit Objectives:
1. Review the role played by the musculoskeletal and neurological systems in providing
and regulating movement.
2. Relate the effect exercise has on proper functioning of body systems and activity
tolerance.
3. Identify the elements of an exercise program that serves to maintain proper functioning
and prevent lifestyle diseases.
4. Discuss the effect lack of movement has on bones, muscles, and joints.
5. Discuss the effect developmental stage has on bones, muscles, and joints.
6. Demonstrate proper techniques that support patient mobility and prevent complications
of immobility.
Content Topics:
a. Mobility skills lab/ walking with a crutch/cane/walker
b. Mobility skills lab/ wheelchair assembly/disassembly and use
c. Mobility skills lab/ patient positioning
d. Mobility skills lab/ pressure ulcer prevention measures and equipment
e. Mobility skills lab/ range of motion
Client Related Concepts/ Infection Control (includes Infection Control Skills Lab)
Unit Objectives:
1. Compare and contrast the various elements of the chain of infection.
2. Review the anatomical and physiological barriers that protect an individual against
infections.
3. Describe the signs and symptoms of an inflammatory response, local and systemic
infections, and related diagnostic tests.
4. Discuss the etiology of nosocomial infections.
5. Differentiate between medical and surgical asepsis.
6. Relate principles of asepsis and their application to client care.
7. Differentiate between standard precautions and various types of isolation precautions.
8. Review nursing interventions that can protect a client against infections.
9. Demonstrate proper techniques that support infection control.
Content Topics:
a. Infection control skills Lab/ hand hygiene and universal precautions
b. Infection control skills Lab/ isolation precautions
c. Infection control skills Lab/ medical and surgical asepsis and applying sterile gloves
d. Infection control skills Lab/ wound care
Client Related Concepts/ Elimination (includes Urinary and Bowel Elimination Skills Lab)
Unit Objectives:
1. Review the role played by elimination in maintaining good physical health.
2. Describe the process of urine and feces production and subsequent elimination
patterns.
3. Differentiate between normal and abnormal elimination patterns.
4. Discuss developmental and other factors that affect a client's elimination status.
5. Identify conditions that interfere with clients' normal elimination patterns.
6. Compare and contrast normal and abnormal characteristics of urine and feces.
7. Identify diagnostic tests related to elimination and the nurse’s role in obtaining
specimens.
8. Review nursing interventions that can facilitate or maintain a client's elimination
patterns.
9. Demonstrate proper techniques that support a client's elimination needs.
Content Topics:
a. Bowel elimination skills Lab/ bedpans and urinals
b. Bowel elimination skills Lab/ collecting urine and stool specimens
c. Bowel elimination skills Lab/ catheter insertion and removal
d. Bowel elimination skills Lab/ enemas
Client Related Concepts/ Nutrition (includes Nutrition Skills Lab)
Unit Objectives:
1. Review the role played by nutrition in maintaining good physical health.
2. Describe normal processes related to digestion, absorption, and metabolism of
carbohydrates, proteins, and fats.
3. Describe the role water, vitamins, minerals, and electrolytes play in supporting body
functions and processes.
4. Determine the significance of the balance between caloric intake and energy
expenditure in relation to weight gain and loss.
5. Discuss physical, psychological, developmental, and cultural factors that affect a
client's nutritional status.
6. Identify norms for body weight and BMI based on established standards.
7. Use guidelines based on the USDA Food Pyramid when determining dietary
recommendations for clients.
8. Differentiate between various alternative and therapeutic diets.
9. Review nursing interventions that can assist clients in meeting their nutritional needs.
10. Demonstrate proper techniques that support a client's nutritional needs
Content Topics:
a. Nutrition skills lab/ tray setup and feeding
b. Nutrition skills lab/ special diets
c. Nutrition skills lab/ intake and output
d. Nutrition skills lab/weight, BMI measurements
e. Nutrition skills lab/enteral tube feeding/Nasogastric tubes, PEG
Client Related Concepts/ Comfort/Pain (includes Comfort Skills Lab)
Unit Objectives:
1. Review the role played by pain, as a symptom of a health issue, and its impact on
basic physiological needs.
2. Review theories related to the physiology of pain.
3. Discuss physical, psychological, developmental, and cultural factors that affect the
perception and expression of pain.
4. Differentiate between the various types and characteristics of pain.
5. Determine a client's need for pain relief using established subjective tools and
objective data.
6. Review pharmacologic and non-pharmacologic nursing interventions that can assist
clients in managing their pain.
7. Review alternative and complementary methods of pain relief that clients may consider
(acupressure, acupuncture, biofeedback).
8. Demonstrate proper techniques that support a client's comfort needs.
Content Topics:
a. Skills Lab/ application of heat and cold
b. Skills Lab/ pain rating scales
c. Pharmacology/Opoid agonists (morphine, merperidine, codiene)
d. Pharmacology/Nonsteroidal anti-inflammatory drugs (aspirin, iburopfen, naproxen,
indomethacin, diclofenac, ketorolac, celecoxib)
Client Related Concepts/ Medication Administration (includes Medication Skills Lab)
Unit Objectives:
1. Discuss the role of the nurse in safely and legally administering medications to clients.
2. Discuss factors that can increase the risk of making a medication error.
3. Identify the six rights of medication administration.
4. Determine the various routes by which medication can be administered.
5. Perform basic apothecary to metric conversions and drug calculations.
6. Discuss the role of the nurse related to educating clients about their medications.
7. Demonstrate proper techniques that support safe medication administration
Content Topics:
a. Medication skills lab/ intramuscular, subcutaneous, oral, nasal, ear, rectal, topical,
inhaled and vaginal medications for clients across the lifespan
b. Medication skills lab/ proper medication preparation using six rights
c. Medication skills lab/ basic drug calculation (conversion of measurements, methods for
dose calculation)
d. Medication skills lab/ medication administration charting
Client Related Concepts/ Documentation (includes Documentation Skills Lab)
Unit Objectives:
1. Describe the significance of nursing documentation as a written form of
communication.
2. Discuss the use of technology in the communication process.
3. Identify the purpose and various elements of the client record.
4. Review the legal parameters that guide documentation and the maintenance of client
records.
5. Review proper guidelines for effective documentation.
6. Apply principles of effective documentation to an actual or simulated client record.
7. Demonstrate proper documentation techniques that support accurate, thorough, and
timely charting.
Content Topics:
a. Documentation skills lab/ subjective and objective data
b. Documentation skills lab/ narrative charting including problem-oriented documentation
and SOAP format
c. Documentation skills lab/ flow sheets and trending records
d. Documentation skills lab/ computer information systems and computerized records
Client Related Concepts/ Nursing Process (includes Nursing Process Lab)
Unit Objectives:
1. Identify the steps of the nursing process.
2. Review the use of the nursing process as a tool for planning client care.
3. Differentiate between subjective and objective data and various data collection
methods.
4.Describe potential and actual client problems.
5. Apply principles of the nursing process to an actual or simulated client record.
Content Topics:
a. Collecting objective and subjective data
b. Nursing process/ Compare and contrast the various steps of the nursing process and
the role of the nurse.
c. Nursing process/ Discuss the purpose of a client plan of care, its developmental
process, its implementation, and role in determining attainment of client outcomes.
d. Documentation
Physical Assessment
Unit Objectives:
1. Review and practice the assessment skills of inspection, auscultation, palpation, and
percussion.
2. Determine the sequence for performing a full body assessment.
3. Differentiate between normal and abnormal findings during the physical assessment
4.Differentiate between age-related normal and abnormal findings during the physical
assessment.
5.Identify self screening exams that should be done and the time parameters for their
performance.
6. Identify preventive screening exams that should be done and the time parameters for
their performance.
7. Review and practice the assessment skills for blood pressure, pulse, respiration and
temperature.
Content Topics:
a. Basic assessment skills (inspection, auscultation, palpation, and percussion)
b. Components of a head-to-toe physical assessment
c. Normal assessment findings according to age for head, eyes, ears, skin, hair, nails,
cardiovascular system, respiratory system,neurological system, abdomen, peripheral
pulses,
d. Self-screening exams (Breast, skin, testicular)
e. Skill for measuring vital signs/Temperature, pulse, respirations, blood pressure
f. Normal parameters for vital signs according to age groups
g. Factors affecting temperature, pulse, respirations, and blood pressure
Skills assessment
Unit Objectives:
1. Review principles related to the skills listed below.
2. Practice assessment skills while maintaining patient privacy, confidentiality, and safety.
Content Topics:
a.Lab/ Health history and review of systems
b. Lab/ Skin, hair, and nails
c. Lab/ Eyes, ears, nose (internal structures and use of oto/ophthalmoscope
d. Lab/ Mouth, oropharynx, and thyroid
e. Lab/ Heart and peripheral pulses
f. Lab/ Lungs and tissue perfusion indicators
g. Lab/ Abdominal organs
h. Lab/ Musculoskeletal (tone, strength, and reflexes)
. Lab/ Cognition (cranial nerves, cognitive functioning, coordination, sensation)
Clinical Objectives:
A. Implement nursing care to clients, families, and groups across the lifespan from diverse
backgrounds in a variety of settings that is compassionate, age and culturally appropriate and
based on a patient's preferences, values and needs.
A.1. Client-centered care
A.1.a. Perform a general health assessment including physiological, psychological, sociological,
and spiritual needs of clients and families across the lifespan experiencing (common)
(uncomplicated acute and chronic) (stable and unstable acute conditions) health alterations in a
variety of settings. / A.1.b. Use the nursing process to guide the delivery of client care to achieve
optimal outcomes. / A.1.c. Provide culturally sensitive care to clients and families from diverse
backgrounds. / A.1.d. Use clinical decision making when providing nursing care based on
evaluation of client needs. / A.1.e Advocate for clients and families regarding nursing care issues.
/ A.1.f. Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with clients and families.
B. Participate as a member of the interprofessional healthcare team in the provision of safe,
quality client-centered care
B.1. Teamwork and Collaboration
B.1.a. Participate as a member of the health care team. / B.1.b. Use communication techniques
that support sharing client-related information with members of the healthcare team.
C. Identify best current evidence from scientific and other credible sources as a basis for
developing individualized client-centered plans of care.
C.1. Evidence based practice
C.1.a. Identify reliable sources for locating best current evidence and clinical practice guidelines. /
C.1.b. Use best practice resources when developing individualized client-centered plans of care
D. Participate in data collection processes that support established quality improvement
initiatives.
D.1. Quality improvement
D.1.a. Identify client care issues that can impact quality of care. / D.1.b Identify gaps between
current client outcomes and desired client outcomes. / D.1.c Identify the relationship between
Nurse Sensitive Indicators and client outcomes.
E. Implement strategies that minimize risk and provide a safe environment for clients, self, and
others.
E.1. Safety
E.1.a. Identify safety risks and environmental hazards in health care settings. / E.1.b. Practice
performance of psychomotor skills that minimize safety risks and environmental hazards. / E.1.c.
List National Patient Safety Goals that promote safety in healthcare settings.
F. Use evidence-based information and client care technology in the provision of safe, quality
client-centered care.
F.1. Informatics
F.1.a. Describe the effect that computerized information management systems have on the role
of the nurse. / F.1.b. Implement strategies that protect the integrity of client information when
providing client- centered care.
G. Practice nursing in a professional, ethical, and legal manner while providing client-centered,
standard-based nursing care
G.1. Professionalism
G.1.a. Identify professional standards of nursing practice that guide practice. / G.1.b. Display
professional accountability and responsibility in classroom and laboratory settings. / G.1.c.
Describe how ethical principles and legal tenets guide nursing practice. / G.1.d. Describe how
regulatory guidelines and institution policies guide nursing practice.
H. Describe how leadership, management, and priority-setting skills are used to support safe,
quality client-centered care.
H.1. Leadership
H.1.a. Identify organizational, time management and priority setting skills necessary to provide
safe, quality client-centered care. / H.1.b. Identify the nurse’s role in regard to delegating tasks to
appropriate members of the health care team.
I. Identify the relationship between microsystems and macrosystems in healthcare.
I.1. Systems-Based Practice
I.1.a. Contrast the macrosystems and microsystems that exist in healthcare. / I.1.b. Identify work
unit inefficiencies encountered in the practice setting. / I.1.c. Identify human and material
resources needed by the work unit to provide safe, quality client-centered care.
J. Use verbal and nonverbal communication strategies with clients and families from diverse
backgrounds that promote an effective exchange of information, development of therapeutic
relationships.
J.1. Communication
J.1.a. Use verbal and nonverbal communication techniques that promote caring, therapeutic
relationships with clients and families. / J.1.b. Integrate changes in communication and use of
self, in relation to communication barriers, when caring for clients and families. / J.1.c.
Communicate effectively with members of the healthcare team and report issues that indicate
conflict is impacting client care.
K. Provide health-related information to clients and families that facilitate their acquisition of new
knowledge and skills.
K.1. Client education
K.1.a. Collect data to determine health-related education needs of real and simulated clients. /
K.1.b. Develop a health-related teaching plan that addresses an identified education need for real
and simulated clients. / K.1.c. Practice providing health-related education to real and simulated
clients.
ALCORN STATE UNIVERSITY
ASSOCIATE OF SCIENCE IN NURSING PROGRAM
NURSING COURSE WITH CLINICAL COMPONENT SYLLABUS
Course Information:
Course Number and Title: NU128 - Client Centered Care I
Total Credit/Contact Hours: 8.00
Clinical Credit/Contact Hours: 4.00
Theory Credit/Contact Hours: 4.00
Course Description:
This course focuses on client-centered care of individuals experiencing acute and chronic
conditions related to alterations in fluid and electrolyte and acid-base balance, oxygenation,
cardiac output and tissue perfusion, and sensory perception. In addition, care of the pre and postoperative clients and oncology clients is included. The concepts of client-centered care,
professionalism, leadership, systems-based practice, informatics and technology, communication,
teamwork and collaboration, and quality improvement are integrated in this course. Clinical
experiences provide students the opportunity to apply the principles of safe and effective delivery
of care in a variety of settings. Pre-requisites: NU 118; Bi 114; Bi 114L; Bi 214; BI 214L; MA
121;UL 101; EN111; SY 235 Co-requisites: BI 325; BI 325L
Course Objectives:
1. Perform a basic health assessment of clients across the lifespan to identify deviations from
normal that can contribute to alterations in health.
2. Assist in the development of evidence-based plans of care that include cultural, spiritual, and
developmentally appropriate interventions and health promotion recommendations for clients
across the lifespan.
3. Participate as a member of the interprofessional healthcare team in the provision of safe,
quality nursing care for clients across the lifespan.
4. Apply the nursing process to clinical decision making when participating in the provision of care
to clients across the lifespan..
5. Apply knowledge of pharmacology, pathophysiology, and nutrition in the provision of care for
clients across the lifespan.
6. Recognize verbal and nonverbal communication skills that promote caring, therapeutic
relationships with clients and their families, as well as professional relationships with members of
the healthcare team.
7. Use health information systems and client care technologies in an effective and secure manner
when assessing and monitoring clients.
8. Provide health and safety related education based on the identified needs of clients.
9. Use organizational and time management skills in the provision of client-centered care.
10. Report environmental hazards, client safety concerns and participate in activities that promote
quality improvement.
11. Adhere to ethical, legal and professional nursing standards.
Content Units:
Fluids, Electrolytes Acid Base Balances
Unit Objectives:
4. Identify priority nursing actions for clients with respiratory and metabolic acidosis or
alkalosis.
5. Recognize the indications for administration of potassium supplements, Kayexalate,
and sodium bicarbonate.
1. Recognize alterations in the laboratory values of arterial pH, CO2, HCO3, and O2
indicative of respiratory and metabolic acidosis or alkalosis.
2. Differentiate between the clinical manifestations indicative of respiratory and metabolic
acidosis or alkalosis.
3. Apply knowledge of pathophysiology when planning care for clients across the lifespan
with respiratory or metabolic acidosis or alkalosis.
6. Apply knowledge of pathophysiology in planning care for clients across the lifespan
with fluid and electrolyte imbalances.
7. Recognize alterations in the laboratory values of electrolytes, significant weight change
parameters, physiologic manifestations, and changes in behavior that indicate
dehydration or overhydration.
8. Compare and contrast the amount of body surface of individuals across the lifespan.
9. Identify priority actions for clients with dehydration or overhydration.
Content Topics:
a. Pathophysiology/nursing implications/alterations in acid-base balance
b. Pathophysiology/nursing implications/alterations related to electrolyte balance (sodium,
potassium, calcium, magnesium, phosphorus, chloride)
c. Pathophysiology/nursing implications/alterations in fluid balance (dehydration, overhydration)
d. Interpretation of arterial blood gases
e. Pharmacology/potassium supplements
f. Pharmacology/Kayexalate
g. Pharmacology/sodium bicarbonate
h. Pharmacology/calcium supplements
i. Pharmacology/magnesium
j. Pharmacology/chloride
k. Pharmacology/sodium chloride
Alteration in Oxygenation
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on clients who have an alteration in oxygenation.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for clients who have an alteration in
oxygenation.
3. Identify priority actions for clients who have an alteration in oxygenation.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to clients who have an alteration in oxygenation.
5. Recognize alterations in pulse oximetry and other laboratory values related to
alterations in oxygenation.
6. Discuss the correct use and functioning of therapeutic devices that support
oxygenation.
7. Describe the role of the nurse in providing quality care to clients who have an alteration
in oxygenation.
8. Identify health care education and safety needs for clients who have an alteration in
oxygenation.
Content Topics:
a. Pathophysiology/nursing implications/ obstructive disorders (COPD)
b. Pathophysiology/nursing implications/ Trauma related disorders (pneumothorax,
tension pneumothorax, hemothorax)
c. Pathophysiology/nursing implications/ Abnormal cell proliferation disorders (laryngeal
cancer, lung cancer)
d. Pharmacology/ Glucocorticoids (oral and inhaled) (PME Mod 4)
e. Pharmacology/ Methylxanthines
f. Pharmacology/ Mast cell stabilizers
g. Pharmacology/ Anticholinergics (inhaled)
h. Pharmacology/ Leukotriene modifiers
i. Pharmacology/ Beta 2-adrenergic agonists
j. Pharmacology/ Monoclonal antibody
k. Nutrition/ Diet for patients with nutritional deficits (high calorie, high protein diet with
limitation of empty liquids)
l. Nutrition/ Diets for patients with dyspnea (soft diet, small frequent meals)
m. Nutrition/ Nutritional supplements (high calorie, low carbohydrate)
b. Pathophysiology/nursing implications/inflammatory disorders (tuberculosis,
pneumonia)
Perioperative Care
Unit Objectives:
1. Differentiate between the various phases of the perioperative experience and the role
of the nurse.
2.List the responsibilities of the nurse when caring for clients across the lifespan in the
immediate pre- and postoperative period.
3. Differentiate between general and regional anesthesia and conscious sedation.
4. Compare and contrast potential complications and nursing indications of local, general
anesthesia, and conscious sedation.
5. Analyze the needs of clients across the lifespan during the pre, intra, and
postoperative phases of the surgical experience.
6. Ascertain priority actions for clients undergoing surgery.
7. Analyze the nurse’s role in obtaining informed consent and discuss the legal and
ethical issues related to ensuring informed consent.
8. Integrate knowledge of actions, contraindications, potential side effects, and nursing
implications of medications used in the plan of care for clients undergoing surgery.
9. Describe the impact drugs used during a surgical procedure can have on drugs given
in the immediate postoperative period.
10. Provide pre- and postoperative education.
11. Intervene to provide a safe environment for the surgical client.
12. Discuss potential post surgical and immobility complications and the nurses’ role in
preventing them (thromboemboli, pneumonia, atelectasis, wound infection, wound
dehiscence and evisceration).
13. Intervene to provide a safe environment for the surgical client.
14. Compare and contrast medications commonly given for postoperative pain, nausea,
and vomiting.
Content Topics:
a. Postoperative pain/ Opioid agonists
b. Postoperative pain/ Agonists-antagonists opioids
c. Postoperative/ Opioid antagonists
d. Postoperative nausea and vomiting/ Serotonin antagonists
e. Postoperative nausea and vomiting/ Dopamine antagonists
f. Postoperative nausea and vomiting/ Anticholinergics
g. Postoperative nausea and vomiting/ Antihistamines
h. Diagnostic procedures/nursing implications/ Urinalysis, blood type and cross match,
complete blood count, Hemoglobin and Hematocrit, pregnancy test, clotting studies,
electrolytes, creatinine, BUN, ABG's, Chest x-ray, EKG
i. Preoperative Assessment/Pre-operative nursing actions/interventions (ex. enema)
j. Preoperative Teaching (diet, incentive spirometer, pain management, sequential
compression device, TED hose, invasive devices)
k. Informed Consent
Alterations in Cardiac Output and Tissue Perfusion
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on clients who have an alteration in cardiac output and tissue perfusion.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for clients who have an alteration in
cardiac output and tissue perfusion.
3. Identify priority actions for clients who have an alteration in cardiac output and tissue
perfusion.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to clients who have an alteration in cardiac output and tissue
perfusion.
5. Recognize alterations in laboratory values related to alterations in cardiac output and
tissue perfusion.
6. Discuss the correct use and functioning of therapeutic devices that support cardiac
output and tissue perfusion.
7. Describe the role of the nurse in providing quality care to clients who have an alteration
in oxygenation.
8. Identify health care education and safety needs for clients who have an alteration in
cardiac output and tissue perfusion.
Content Topics:
a. Pathophysiology/nursing implications/ischemic disorders (angina, coronary artery
disease, myocardial infarction)
b. Pathophysiology/nursing implications/decreased cardiac output disorders (heart failure,
pulmonary edema, cardiomyopathy, valvular disorders, aneurysms)
c. Pathophysiology/nursing implications/electrical conduction disorders (arrhythmias and
electronic pacing, cardioversion)
d. Pathophysiology/nursing implications/infectious and inflammatory disorders
(endocarditis, pericarditis, arteritis, septic shock)
e. Pathophysiology/nursing implications/peripheral vascular disorders (peripheral
vascular disease, peripheral arterial disease)
f. Pathophysiology/nursing implications/hematologic disorders /RBC and
platelets(anemias, polycythemia, thrombocytopenia, DIC)
g. Pathophysiology/nursing implications/hematologic disorders/WBC and lymphatic
(agranulocytosis, multiple myeloma, lymphedema, lymphomas)
h. Pathophysiology/nursing implications/decreased arterial pressure disorders
(hypertension, postural hypotension, hypovolemic shock)
i. Pharmacology/ Organic nitrates
j. Pharmacology/ Beta and alpha adrenergic blockers
k. Pharmacology/ Centrally acting alpha agents
l. Pharmacology/ Calcium channel blockers
m. Pharmacology/ Atropine
n. Pharmacology/ Antilipemics
o. Pharmacology/ Antiplatelets
p. Pharmacology/ Anticoagulants
q. Pharmacology/ Low-dose heparin
r. Pharmacology/ Thrombolytics
s. Pharmacology/ Renin-angiotansion-aldosterone system (RAAS) inhibitors (ACE
inhibitors, ARBs, angiotension II receptor blockers, aldosterone antagonists)
t. Pharmacology/ Iron, Vitamin B12, folic acid supplements
u. Nutrition/ Dietary Approaches to Stop Hypertension (DASH) diet
v. Nutrition/ Therapeutic Lifestyle Changes (TLC) diet
w. Nutrition/ Diets rich in iron, Vitamin B12, and folic acid
Oncology
Unit Objectives:
1. Review etiological factors and physiology of cancers arising from various cell and
tissue types.
2. Differentiate between the characteristics of normal and cancer cells.
3. Discuss cancer cells’ ability to proliferate and metastasize to surrounding tissue and
distant sites.
4. Compare and contrast various grading and staging systems.
5. Review the basic principles of chemotherapy, immunotherapy, hormonal, and radiation
therapy.
6. Review genetic and environmental factors that increase an individual’s risk for cancer.
7. Describe primary and secondary cancer prevention activities that can aid clients in the
prevention and early detection of cancer.
8. Compare and contrast medications commonly given for nausea and vomiting
associated with chemotherapy.
Content Topics:
a. Medications for nausea and vomiting associated with chemotherapy/ Serotonin
antagonists
b. Medications for nausea and vomiting associated with chemotherapy/ Dopamine
antagonists
c. Medications for nausea and vomiting associated with chemotherapy/ Cannabinoids
Alterations in Sensory Perception
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on clients who have an alteration in cognition and sensation.
2.Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for adults who have complex alterations in
cognition and sensation. .
3.Identify priority actions for adults who have common alterations in cognition and
sensation
4. Apply knowledge of the actions, contraindications, potential side effects, and nursing
implications when administering medications to adults who have complex alterations in
cognition and sensation.
5. Interpret diagnostic tests and perform related nursing intervention when providing care
to adults who have alterations in cognition and sensation.
6. Discuss the correct use and establish proper functioning of therapeutic devices that
support cognition and sensation.
7.Describe the role of the nurse when providing quality care to adults who have an
alteration in cognition and sensation.
8. Identify health- and safety-related education to adults who have an alteration in
cognition and sensation.
Content Topics:
a. Pathophysiology/ Vision related disorders (Retinal detachments, corneal transplants,
glaucoma, cataracts)
b. Pathophysiology/ Hearing related disorders (Meniere’s Disease)
c. Pharmacology/ Antiemetics/antivertigo (antihistamines, anticholinergics)
Nursing Care - Medical Surgical I
Unit Objectives:
1. Review principles related to the selected skills.
2. Practice client care skills using proper techniques while ensuring client safety.
Content Topics:
a. Theory/Lab/ Wound care (Sterile dressing changes, specialized wound dressings,
suture and staple removal, drains and documentation)
b. Theory/Lab/ IV insertion, types of access devices, administration tubing, continuous,
bolus and intermittent infusions, assessment for infiltration and phlebitis, determining and
maintaining patency, IV medications, blood transfusions, TPN, PCA pumps,
c. Theory/Lab/ Drug calculation (intermediate or advanced)
d. Theory/Lab/ Oxygenation and airway (oxygen therapy, oxygen delivery systems,
tracheostomy suctioning and care, spirometry, ventilator monitoring, chest tube
monitoring and management and documentation).
e. Theory/Lab/ EKG (lead placement, reading normal strips, reading paced strips and
documentation).
g. Theory/Lab/ Complications of immobility (sequential compression devices, pressure
relief mattresses/beds and documentation.
h. Theory/Lab/ Perioperative care (NPO status, preoperative checklist/teaching, informed
consent, surgical asepsis, postoperative monitoring, postoperative diets, vital sign
monitoring, safety measures for patient with altered LOC and documentation)
Clinical Objectives:
A. Implement nursing care to clients, families, and groups across the lifespan from diverse
backgrounds in a variety of settings that is compassionate, age and culturally appropriate and
based on a client's preferences, values and needs.
A.1. Client-centered care
A.1.a. Perform a general health assessment including physiological, psychological, sociological,
and spiritual needs of clients and families across the lifespan experiencing (common)
(uncomplicated acute and chronic) (stable and unstable acute conditions) health alterations in a
variety of settings. / A.1.b. Use the nursing process to guide the delivery of client care to achieve
optimal outcomes. / A.1.c. Provide culturally sensitive care to clients and families from diverse
backgrounds. / A.1.d. Use clinical decision making when providing nursing care based on
evaluation of client needs. / A.1.e Advocate for clients and families regarding nursing care issues.
/ A.1.f. Use verbal and nonverbal communication that promotes caring, therapeutic relationships
with clients and families.
B. Participate as a member of the interprofessional healthcare team in the provision of safe,
quality client-centered care.
B.1. Teamwork and Collaboration
B.1.a. Participate as a member of the health care team. / B.1.b. Use communication techniques
that support sharing client-related information with members of the healthcare team.
C. Identify best current evidence from scientific and other credible sources as a basis for
developing individualized client-centered plans of care.
C.1. Evidence based practice
C.1.a. Identify reliable sources for locating best current evidence and clinical practice guidelines. /
C.1.b. Use best practice resources when developing individualized client-centered plans of care.
D. Participate in data collection processes that support established quality improvement
initiatives.
D.1. Quality improvement
D.1.a. Identify client care issues that can impact quality of care. / D.1.b Identify gaps between
current client outcomes and desired client outcomes. / D.1.c Identify the relationship between
Nurse Sensitive Indicators and client outcomes.
E. Implement strategies that minimize risk and provide a safe environment for clients, self, and
others.
E.1. Safety
E.1.a. Identify safety risks and environmental hazards in health care settings. / E.1.b. Practice
performance of psychomotor skills that minimize safety risks and environmental hazards. / E.1.c.
List National Patient Safety Goals that promote safety in healthcare settings.
F. Use evidence-based information and client care technology in the provision of safe, quality
client-centered care.
F.1. Informatics
F.1.a. Describe the effect that computerized information management systems have on the role
of the nurse. / F.1.b. Implement strategies that protect the integrity of client information when
providing client- centered care.
G. Practice nursing in a professional, ethical, and legal manner while providing client-centered,
standard-based nursing care.
G.1. Professionalism
G.1.a. Identify professional standards of nursing practice that guide practice. / G.1.b. Display
professional accountability and responsibility in classroom and laboratory settings. / G.1.c.
Describe how ethical principles and legal tenets guide nursing practice. / G.1.d. Describe how
regulatory guidelines and institution policies guide nursing practice.
H. Describe how leadership, management, and priority-setting skills are used to support safe,
quality client-centered care.
H.1.a. Identify organizational, time management and priority setting skills necessary to provide
safe, quality client-centered care. / H.1.b. Identify the nurse’s role in regard to delegating tasks to
appropriate members of the health care team.
I. Identify the relationship between microsystems and macrosystems in healthcare.
I.1. Systems-Based Practice
H.1. Leadership
I.1.a. Contrast the macrosystems and microsystems that exist in healthcare. / I.1.b. Identify work
unit inefficiencies encountered in the practice setting. / I.1.c. Identify human and material
resources needed by the work unit to provide safe, quality client-centered care.
J. Use verbal and nonverbal communication strategies with clients and families from diverse
backgrounds that promote an effective exchange of information, development of therapeutic
relationships.
J.1. Communication
J.1.a. Use verbal and nonverbal communication techniques that promote caring, therapeutic
relationships with patients and families. / J.1.b. Integrate changes in communication and use of
self, in relation to communication barriers, when caring for clients and families. / J.1.c.
Communicate effectively with members of the healthcare team and report issues that indicate
conflict is impacting client care.
K. Provide health-related information to clients and families that facilitate their acquisition of new
knowledge and skills.
K.1. Client education
K.1.a. Collect data to determine health-related education needs of real and simulated clients. /
K.1.b. Develop a health-related teaching plan that addresses an identified education need for real
and simulated clients. / K.1.c. Practice providing health-related education to real and simulated
clients.
ALCORN STATE UNIVERSITY
ASSOCIATE OF SCIENCE IN NURSING PROGRAM
NURSING COURSE WITH CLINICAL COMPONENT SYLLABUS
Course Information:
Course Number and Title: NU 218 - Client-Centered Care II
Total Credit/Contact Hours: 8.00
Clinical Credit/Contact Hours: 4.00 (12 clock hours weekly)
Theory Credit/Contact Hours: 4.00
Course Description:
This course focuses on the care of clients experiencing acute and chronic conditions related to
alterations in regulation and metabolism, excretion, and reproduction across the lifespan.
Additionally, this course provides an integrative, family-centered approach to the care of mothers,
newborns, and children. The concepts of client-centered care, professionalism, leadership,
systems-based practice, informatics and technology, communication, teamwork and
collaboration, and quality improvement are integrated in this course. Clinical experiences provide
students the opportunity to apply the principles of safe and effective delivery of care in a variety of
settings. Pre-requisites: NU 118; NU 128; BI 114; BI 114L; BI 214; BI 214L; MA 121; UL 101;
EN111; SY 235; BI 325; BI 325L Co-requisites: PH 320 : Elective
Course Objectives:
1. Perform a general health assessment of clients across the lifespan to interpret deviations from
normal that contribute to alterations in health.
2. Develop individualized, evidence-based plans of care that include cultural, spiritual, and
developmentally appropriate interventions and health promotion recommendations for clients
across the lifespan.
3. Collaborate with members of the interprofessional health care team while acting as an
advocate in the provision of safe, quality care for clients across the lifespan.
4. Demonstrate clinical judgment when providing direct care to clients across the lifespan.
5. Integrate knowledge of pharmacology, pathophysiology, nutrition, established evidence-based
practices and concepts from previous nursing courses when caring for clients across the
lifespan.
6. Use verbal and nonverbal communication skills that promote caring, therapeutic relationships
with clients and their families across the lifespan, as well as professional relationships with
members of the healthcare team.
7. Use healthcare information systems and client care technology to manage care, mitigate error,
and communicate relevant client information with members of the healthcare team.
8. Apply evidence based knowledge in the provision care to clients across the lifespan.
9. Evaluate the efficacy of health-related education that has been provided to clients across the
lifespan.
10. Use organizational, time management, priority-setting, and decision-making skills in the
provision of care across the lifespan.
11. Implement strategies that provide a safe environment for clients across the lifespan while
supporting quality improvement initiatives.
12. Adhere to ethical, legal, and professional nursing standards in the provision of the care clients
across the lifespan.
Content Units:
Trends in maternal health care
Unit Objectives:
1. Identify current trends in maternal health care
2. Discuss the effect of current trends on maternal health care
3. Discuss the role of the nurse in women’s/maternal health care
4. Describe the role of the family during the perinatal experience
Content Topics:
Maternal and infant mortality rates
Cultural and religious influences on maternal and child care
Alternative care modalities for maternal care
Role of the family during the perinatal experience
Legal/ethical issues
Unit Objectives:
1. Identify current legal/ethical issues in reproductive health care.
2. Discuss the nurse’s role in caring for clients who have had a therapeutic abortion, invitro fertilization, or have had a baby through a surrogate pregnancy.
3. Identify current legal/ethical issues related to child abuse/neglect and domestic partner
abuse.
Content Topics:
Client rights.
Technological influences/stem cell research, cord banking, reproductive assistance,
abortions, malpractice and neglect in the perinatal environment
Mississippi law related to healthcare responsibilities for reporting suspected
abuse/neglect
Alterations in Reproductive health care
Unit Objectives:
1. Describe various methods of female and male contraception.
2. Discuss advantages and disadvantages of identified methods of contraception.
3. Identify the most common sexually transmitted diseases (STDs) that affect the male
and female reproductive systems, including gonorrhea, chlamydia, syphilis, genital
herpes, hepatitis B and HIV.
4. Describe the pathophysiology, clinical manifestations, medical management and
nursing care of clients who have common STDs.
5. Identify the diseases known as TORCH infections.
6. Describe the implications TORCH infections may have on women and their
fetuses/infants during the perinatal experience.
7. Describe the potential effects of Group B streptococcus on the mother and fetus/infant.
8. Discuss the medical and nursing management of mothers/babies affected with one of
the TORCH infections or Group B streptococcus.
9. Perform a comprehensive assessment with a focus on collecting data on clients who
have complex alterations in reproduction.
10. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for clients who have complex alterations in
reproduction.
11. Ascertain priority actions for clients who have complex alterations in reproduction.
12. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to clients who have complex
alterations in reproduction.
13. Interpret diagnostic tests and perform related nursing intervention when providing
care to clients who have alterations in reproduction.
14. Demonstrate correct use and establish proper functioning of therapeutic devices that
support reproduction.
15. Ascertain the role of the nurse when providing quality care to clients who have an
alteration in reproduction.
16. Provide health- and safety-related education to clients who have an alteration in
reproduction.
17. Integrate cultural, ethical, and legal tenets into the plan of care for clients who have
alterations in reproduction.
Content Topics:
a. Pathophysiology/ Abnormal cell proliferation disorders (breast cancer, uterine cancer,
cervical cancer, ovarian cancer, testicular cancer, endometriosis).
c. Pharmacology/ Antibiotics (penicillins, cephalosporins, tetracycline, quinolones)
d. Pharmacology/ Selective Estrogen Receptor Modulators (SSERMs)
e. Pharmacology/ Hormone Replacement Therapy (HRT)
h. Pharmacology/ Antiestrogens
i. Pharmacology/ Gonadal releasing hormone agonists
j. Pharmacology/ Androgen receptor blockers
k. Pharmacology/Oral contraceptives
l. Pharmacology/Follicular maturation drugs
m. Pharmacology/Ovulatory stimulation drugs
n. Pathophysiology and nursing implications/sexually transmitted diseases (gonorrhea,
chlamydia, syphillis, genital herpes, hepatitis B and HIV
o. Pathophysiology and nursing implications/TORCH diseases (toxoplasmosis, other
(hepatitis B), rubella, cytomegalovirus, herpes simplex), Group B streptococcus
Antepartum care
Unit Objectives:
1. Discuss the components in the physical and psychosocial assessment of the pregnant
woman.
2. Describe physiological changes that occur in women during the normal antepartum
period
3. Discuss nutritional needs of the pregnant woman and the effects of poor nutrition on
the mother and baby.
4. Describe common diagnostic procedures/tests that may be used during the
antepartum experience.
5. Identify commonly prescribed and over-the-counter medications used during the
antepartum period.
6. Discuss the effects of medications used during the antepartum period and their nursing
implications.
7. Describe health education needs of the pregnant woman during the antepartum period.
8. Describe common complications of pregnancy identified during the antepartum
experience and appropriate nursing interventions.
Content Topics:
Pathophysiology/Pregnancy induced hypertension, gestational diabetes, placenta previa,
hyperemesis gravidarium, intrauterine growth restriction, pre-term labor, incompetent
cervix, ectopic pregnancy, hydatiform mole, spontaneous/elective abortion,
Diagnostic Tests/ Non-stress test, stress test, alpha fetal protein, amniocentesis (L/S ratio
or genetic karotype), CVS, ultrasound, complete blood count, varacilla titer, biophysical
profile, rapid plasma reagin, fetal fibronectin, beta hcg, blood ty
Over-the counter medications/ antacids, analgesics, antitussives, decongestants,
laxatives
Nutritional needs/pica, supplemental vitamins, recommended weight gain
Health education needs r/t pregnancy/relief of common discomforts associated with
pregnancy, health promotion activities, preparation for delivery and care of the newborn
Intrapartum care
Unit Objectives:
1. Describe the four stages of labor.
2. Describe the nursing assessment components for each stage of labor.
3. Discuss the nursing interventions for each stage of labor.
4. Discuss fluid and nutritional needs during active labor.
5. Differentiate between internal and external fetal monitoring during active labor.
6. Discuss the significance of fetal monitoring during active labor.
7. Identify common medications often administered during the labor process.
8. Discuss the use of individual medications during labor, their actions, potential side
effects, and related nursing interventions.
9. Discuss common methods of anesthesia used during labor, their side effects, and
related nursing interventions.
10. Discuss the potential use of imagery and hypnosis during labor.
11. Discuss potential complications of labor and delivery and appropriate nursing
interventions.
12. Describe nursing interventions in the preparation of a client for a Caesarean Section.
13. Discuss the nurse’s role in providing comfort and support to family during the
intrapartum experience.
Content Topics:
Characteristics of active labor (contraction pattern, cervical effacement, station, cervical
dilitation, and fetal status)/Braxton Hicks contractions
Nursing assessments and interventions including breathing techniques, hypnosis, and
imageryfor each stage of labor
Fetal monitoring/Care of the mother r/t type of monitoring (internal vs. external), FHR
patterns (nursing implications)
Pharmacology/pitocin, cervadil, magnesium sulfate, brethine, corticosteriods, ephedrine,
lidocaine, demerol, stadol, phenergan
Common methods of anesthesia used during labor, their side effects, and related nursing
interventions (epidural, spinal, pudendal blocks, analgesic agents, local anesthesia
Complications of labor and nursing interventions/premature rupture of membranes/preterm labor, abruptio, dystocia, prolapsed cord, uterine rupture, cephalopelvic
disproportation, fetal malpresentation, amniotic fluid embolism, precipitious labor/delivery
Preparation for a Caesarean Section/Emotional support, consent form, anesthesia
Postpartum care
Unit Objectives:
1. Describe the physiological changes that occur during the postpartum experience.
2. Describe the nursing assessment components and interventions appropriate for the
care of the postpartum patient.
3. Identify common medications used for the postpartum patient.
4. Discuss the use of medications commonly used by the postpartum patient, their
actions, potential side effects, and related nursing interventions.
5. Identify complications that may occur during the postpartum experience.
6. Discuss appropriate nursing interventions while caring for patients experiencing
complications.
7. Describe the role of the nurse in promoting the bonding experience between mother
and baby.
8. Discuss health education needs of the mother and family as well as the role of the
nurse in providing the teaching.
9. Describe nursing interventions in the care of a patient following a Caesarean Section.
Content Topics:
Physiological changes/uterine involution, lactation, blood volume changes
Assessment and nursing interventions/Breast, bowel, fundal height, bladder function,
lochia, episiotomy/incision, hemoglobin, vital signs, pain
Pharmacology/methergine, dermaplast, tucks, lanoline, colace, anaprox, toradol,
RhoGam, Tdap and rubella immunizations
Complications and nursing interventions/post-partal hemorrhage, infection, thrombolytic
diseases, depression
Role of the nurse in bonding
Education/health promotion needs/breast care and breast feeding, nutrition, pericare,
activity and exercise (limitations), resumption of sexual relations, pain management, care
of the infant, signs and symptoms of infection
Nursing care of the client experiencing a Caesarean Section/pain management, care of
the incision, ambulation, activity and rest
Newborn care
Unit Objectives:
1. Describe the physiological needs of the normal newborn.
2. Discuss newborn assessment, including use of Apgar scores, pain assessment, and
the importance of testing reflexes.
3. Describe physical criteria for determining gestational age.
4. Describe common diagnostic tests used for newborns including the purpose of the
tests and nursing implications.
5. Discuss care of the normal newborn.
6. Discuss nutritional needs of the newborn.
7. Explain advantages of breast feeding versus bottle feeding.
8. Describe characteristics of preterm, post-term, and low birth weight infants.
9. Describe the role of the nurse in providing support to parents of preterm or low birth
weight infants as well as term infants who may be in special care nurseries.
10. Describe common potential complications that may occur during the neonatal period
and nursing implications.
11. Identify common medications given during the neonatal period.
12. Discuss the use, actions, potential side effects, and nursing interventions for common
medications given to newborns.
13. Describe the role of the nurse in promoting bonding of the parents with special needs
newborns.
Content Topics:
Physiological needs/transition to extrauterine life (oxygenation, perfusion, temperature,
regulation of metabolism, meconium)
Assessment/ Gestational age, vital signs, Apgar, skin, weight, length, reflexes, head
circumference, chest circumference, head-to-toe assessment
Diagnostic tests/glucose, newborn screenings (PKU and other disorders), hearing
screening, transcutaneous bilirubin
Care/erythromycin ointment, Vitamin K, Hepatitis B, Triple Dye (cord care), circumcision
care, skin care, safety and health promotion, elimination needs
Nutritional needs/Nutrients (carbohydrates, proteins, fats), feeding intolerances, feeding
schedules
Breast and Bottle Feeding/Advantages and disadvantages of each, cultural implications
Assessment/Large for gestational age, small for gestational age, premature infants, post
term infants
Potential complications and nursing implications/Jaundice, meconium aspiration,
respiratory distress syndrome, hypoglycemia, infectious disease exposure
Pharmacology/erythromycin, Vitamin K, Hepatitis B vaccine, ampicillin, surfactant,
acetaminophen, Vitamin D
Nurse's role in promotion of bonding
Basic Concepts of Pediatric Nursing
Unit Objectives:
1. Identify current trends in child health.
2. Review the principles of growth and development and nursing implications in caring for
children of all age groups.
3. Describe physical and psychosocial assessments for children of all age groups.
4. Describe the role of play for children of all age groups.
5. Discuss ingestion, digestion, absorption, and elimination needs for children of all age
groups.
6. Describe the role of the nurse in caring for children and their families of different
cultures and ethnicities.
7. Identify types of families, their purpose, and implications in caring for children.
8. Identify the most common safety issues for children of all age groups.
9. Identify methods of communication with children of all age groups and their families.
10. Describe well-child and preventive care provided for children of all age groups.
11. Demonstrate techniques for safe administration of medications to children of all age
groups.
12. Discuss principles of pain management for children of all age groups.
13. Discuss the child and family’s response to illness and ability to cope with the stressor
of hospitalization.
14. Apply knowledge of physiological, psychosocial, and developmental variations when
planning care for children of all ages.
Content Topics:
Issues in child health
Standards of practice
Genetic considerations
Theories and principles of growth and development/implications for nursing care
Physical assessment of a child with age-appropriate modifications
Denver II Development Test
Selection of safe, age appropriate toys and play activities
Types of families, cultural and religious influences
Nutritional needs of children of all ages
Medication administration to children of all age groups
Needs of the hospitalized child and the family
Communication techniques
Communicable diseases
Unit Objectives:
1. Define the term communicable disease.
2. Relate the incidence and transmission of a communicable disease to the chain of
infection.
3. Review measures that can be taken to prevent transmission of communicable
diseases.
4. Discuss common communicable diseases of childhood, their signs and symptoms, and
appropriate nursing interventions.
5. Review the CDC’s schedule for immunizations to protect against communicable
diseases.
6. Describe the nurses’ role in promoting scheduled immunizations of children.
Content Topics:
a. Varicella/signs and symptoms, prevention of transmission, nursing care
c. Rubella/signs and symptoms, prevention of transmission, nursing care
d. Rubeola/signs and symptoms, prevention of transmission, nursing care
e. Fifth disease/signs and symptoms, prevention of transmission, nursing care
f. Roseola/signs and symptoms, prevention of transmission, nursing care
g. Mumps/signs and symptoms, prevention of transmission, nursing care
h. Whooping cough/signs and symptoms, prevention of transmission, nursing care
i. Polio/signs and symptoms, prevention of transmission, nursing care
j. Infectious mononucleosis/signs and symptoms, prevention of transmission, nursing
care
k. Hepatitis A/signs and symptoms, prevention of transmission, nursing care
l. Hepatitis B/signs and symptoms, prevention of transmission, nursing care
m. Lyme disease/signs and symptoms, prevention of transmission, nursing care
n. Diphtheria/signs and symptoms, prevention of transmission, nursing care
o. Immunization schedules
Pediatric emergencies and accident prevention
Unit Objectives:
1. Identify risk factors and injuries consistent with child and sexual abuse and neglect.
2. Identify appropriate persons/agencies to whom suspected abuse and neglect should
be reported.
3. Describe the role of the nurse in providing family-centered care for children who have
sustained an accident.
4. Identify health education and safety needs for children who sustained an accident and
their families.
5. Describe the pathophysiology, clinical manifestations, emergency management and
nursing interventions for children involved in an accident such as:
Content Topics:
a. Drowning
b. Poisoning
c. Burns
d. Choking and suffocation
e. Electrical shock
f. Abuse/neglect
Alteration in Oxygenation –Child
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in oxygenation.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
oxygenation.
3. Identify priority actions for children who have an alteration in oxygenation.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in oxygenation.
5. Recognize alterations in pulse oximetry and other laboratory values related to
alterations in oxygenation.
6. Discuss the correct use and functioning of therapeutic devices that support
oxygenation.
7. Describe the role of the nurse in providing quality care to children who have an
alteration in oxygenation.
8. Identify health care education and safety needs for children who have an alteration in
oxygenation.
Content Topics:
a. Pathophysiology/nursing implications/ Infectious and inflammatory disorders tonsillitis,
Respiratory Syncytial Virus,)
b. Pathophysiology/nursing implications/ Obstructive disorders (croup syndromes, cystic
fibrosis)
c. Pathophysiology/ nursing implications/Unknown etiology disorders (Sudden Infant
Death Syndrome)
d. Pharmacology/ Antihistamines
e. Pharmacology/ Sympathomimetics (decongestants)
f. Pharmacology/ Expectorants and mucolytics
g. Pharmacology/ Antitussives
i. Pharmacology/ Antivirals
j. Pharmacology/ Beta agonists
m. Pharmacology/ Pancreatic enzyme replacements
n. Nutrition/ High protein, high calorie diet
o. Nutrition/ Water miscible fat soluble vitamins
Alteration in Cardiac Output and Tissue- Child
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in cardiac output and tissue perfusion.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
cardiac output and tissue perfusion.
3. Identify priority actions for children who have an alteration in cardiac output and tissue
perfusion.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in cardiac output and tissue
perfusion.
5. Recognize alterations in laboratory values related to alterations in cardiac output and
tissue perfusion.
6. Discuss the correct use and functioning of therapeutic devices that support cardiac
output and tissue perfusion.
7. Describe the role of the nurse in providing quality care to children who have an
alteration in cardiac output and tissue perfusion.
8. Identify health care education and safety needs for children who have an alteration in
cardiac output and tissue perfusion.
Content Topics:
a. Pathophysiology/nursing implications/ Congenital heart disorders (tetralogy of fallot,
patent septal defects)
d. Pathophysiology/nursing implications/ Hematologic disorders/RBC and WBC (iron
deficiency anemia, Sickle Cell, hemophilia, leukemias)
e. Pharmacology/ Cardiac glycosides
h. Nutrition/ Iron supplements and iron rich foods
i. Nutrition/ Caffeine restricted diet
j. Nutrition/ Vitamin C, E, folate, zinc supplements
Alteration in Cognition and Sensation – Child
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in cognition and sensation.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
cognition and sensation.
3. Identify priority actions for children who have an alteration in cognition and sensation.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in cognition and sensation.
5. Recognize alterations in laboratory values related to alterations in cognition and
sensation.
6. Discuss the correct use and functioning of therapeutic devices that support cognition
and sensation.
7. Describe the role of the nurse in providing quality care to children who have an
alteration in cognition and sensation.
8. Identify health care education and safety needs for children who have an alteration in
cognition and sensation.
Content Topics:
a. Pathophysiology/ Infectious and inflammatory disorders (meningitis, encephalitis, Reye
syndrome)
b. Pathophysiology/ Electrical conduction disorders (cerebral palsy)
f. Pathophysiology/ Vision related disorders (conjunctivitis)
g. Pathophysiology/ Hearing related disorders (otitis media, otitis externa)
i. Pharmacology/ Skeletal muscle relaxants
j. Pharmacology/ Ophthalmic antibiotics
k. Pharmacology/ Otic antibiotics
l. Pharmacology/ Acetaminophen
m. Nutrition/ High caloric with no empty calories diet
n. Nutrition/ Dysphagia diets (pureed, ground, soft, modified general diets)
o. Pathophysiology/Environmental hazards/related disorders (Lead Ingestion)
Alteration in Immunity – Child
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in immunity.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
immunity.
3. Identify priority actions for children who have an alteration in immunity.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in immunity.
5. Recognize alterations in laboratory values related to alterations in immunity.
6. Discuss the correct use and functioning of therapeutic devices that support immunity.
7. Describe the role of the nurse in providing quality care to children who have an
alteration in immunity.
8. Identify health care education and safety needs for children who have an alteration in
immunity.
Content Topics:
a. Pathophysiology/ nursing implications/Infectious and inflammatory disorders (juvenile
rheumatoid arthritis)
c. Pharmacology/ Non-steroidal anti-inflammatory drugs (NSAIDs – first and second
generation)
d. Pharmacology/ Disease modifying anti-rheumatic drugs (DMARDs – I, II, III, IV)
f. Pharmacology/ Corticosteroids
Alteration in Integument - Child
Unit Objectives:
7. Describe the role of the nurse in providing quality care to children who have an
alteration in integument.
8. Identify health care education and safety needs for children who have an alteration in
integument.
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in integument.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
integument.
3. Identify priority actions for children who have an alteration in integument.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in integument.
5. Recognize alterations in laboratory values related to alterations in integument.
6. Discuss the correct use and functioning of therapeutic devices that support
integument.
Content Topics:
a. Pathophysiology/ nursing implications/Infectious and inflammatory disorders
(dermatitis, impetigo, parasitic disorders, MRSA, fungal infections)
c. Pharmacology/ Topical corticosteroids
d. Pharmacology/ Antihistamines
e. Pharmacology/ Topical antimicrobials
f. Pharmacology/ Topical antifungals
Alteration in Mobility – Child
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in mobility.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
mobility.
3. Identify priority actions for children who have an alteration in mobility.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in mobility.
5. Recognize alterations in laboratory values related to alterations in mobility.
6. Discuss the correct use and functioning of therapeutic devices that support mobility.
7. Describe the role of the nurse in providing quality care to children who have an
alteration in mobility.
8. Identify health care education and safety needs for children who have an alteration in
mobility.
Content Topics:
a. Pathophysiology/nursing implications/ Trauma related disorders (simple fractures and
casting)
b. Pathophysiology/ nursing implications/Degenerative muscular disorders (muscular
dystrophy)
d. Pathophysiology/nursing implications/ Spinal malalignment disorders (torticollis,
scoliosis)
e. Pathophysiology/ nursing implications/Abnormal cell proliferation disorders
(osteosarcoma, Ewing’s sarcoma)
f. Pharmacology/ Antibiotics (penicillins, cephalosporins, flouroquinolones,
monobactams)
g. Pharmacology/ Antitumor antibiotics
h. Pharmacology/ Antineoplastics
Alteration in Ingestion, Digestion, Absorption, and Elimination -Child
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in ingestion, digestion, absorption, and
elimination.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
ingestion, digestion, absorption, and elimination.
3. Identify priority actions for children who have an alteration in ingestion, digestion,
absorption, and elimination.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in ingestion, digestion,
absorption, and elimination.
5. Recognize alterations in laboratory values related to alterations in ingestion, digestion,
aborption, and elimination.
6. Discuss the correct use and functioning of therapeutic devices that support ingestion,
digestion, absorption, and elimination.
7. Describe the role of the nurse in providing quality care to children who have an
alteration in ingestion, digestion, absorption, and elimination.
8. Identify health care education and safety needs for children who have an alteration in
ingestion, digestion, absorption, and elimination.
Content Topics:
a. Pathophysiology/ nursing implications/Congenital disorders (cleft lip, cleft palate,
tracheoesophageal fistula, pyloric stenosis, imperforate anus)
b. Pathophysiology/nursing implications/ Infectious and inflammatory disorders (thrush,
celiac disease, intestinal parasites)
c. Pathophysiology/ nursing implications/Structural disorders (intussusceptions, hernias)
d. Pathophysiology/nursing implications/ Nutritional deficiency disorders (failure to thrive,
rickets, scurvy)
e. Pharmacology/ Antifungals
g. Nutrition/ Needs of the infant with cleft lip
h. Nutrition/ Gluten free diet
i. Nutrition/ Fluid replacement, electrolyte solutions
Alteration in Excretion – Child
Unit Objectives:
1. Recognize components of a focused assessment that should be included when
collecting data on children who have an alteration in excretion.
2. Apply knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations when helping to plan care for children who have an alteration in
excretion.
3. Identify priority actions for children who have an alteration in excretion.
4. Apply knowledge of the actions, potential side effects, and nursing implications when
administering medications to children who have an alteration in excretion.
5. Recognize alterations in laboratory values related to alterations in excretion.
6. Discuss the correct use and functioning of therapeutic devices that support excretion.
7. Describe the role of the nurse in providing quality care to children who have an
alteration in excretion.
8. Identify health care education and safety needs for children who have an alteration in
excretion.
Content Topics:
a. Pathophysiology/nursing implications/ Congenital disorders (hypo/hyperspadias,
cryptorchidism)
b. Pathophysiology/nursing implications/ Infectious and inflammatory disorders (acute
glomerulonephritis, nephrotic syndrome)
c. Pathophysiology/nursing implications/ Abnormal cell proliferation (Wilms’ tumor)
d. Pharmacology/ Antibiotics (penicillins, cephalosporins, tetracyclines, macrolides,
flouroquinolones, monobactams)
e. Pharmacology/ Corticosteroids
f. Pharmacology/ Diuretics
g. Pharmacology/ Antineoplastics (alkylating agents)
Alterations in Regulation and Metabolism
Unit Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on adults who
have complex alterations in regulation and metabolism.
2. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for clients who have complex alterations in
regulation and metabolism.
3. Ascertain priority actions for clients who have complex alterations in regulation and
metabolism.
4. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to clients who have complex
alterations in regulation and metabolism.
5. Interpret diagnostic tests and perform related nursing intervention when providing care
to clients who have alterations in regulation and metabolism.
6. Demonstrate correct use and establish proper functioning of therapeutic devices that
support regulation and metabolism.
7. Ascertain the role of the nurse when providing quality care to clients who have an
alteration in regulation and metabolism.
8. Provide health- and safety-related education to clients who have an alteration in
regulation and metabolism.
9. Integrate cultural, ethical, and legal tenets into the plan of care for clients who have
alterations in regulation and metabolism.
Content Topics:
a. Pathophysiology/nursing implications/ alterations in endocrine/exocrine function/
(Diabetes Mellitus, SIADH, diabetes insipidus, thyroid and parathyroid disorders, pituitary
disorders)
b. Pathophysiology/nursing implications/alterations in adrenal function/ (Addison’s
disease, Cushing’s disease)
c. Pharmacology/ Thyroid hormones
d. Pharmacology/ Thyrotropin-releasing hormone
e. Pharmacology/ Thyroid hormone synthesis inhibitor
f. Pharmacology/ Radioactive and nonradioactive iodine
g. Pharmacology/ Antidiuretic hormone preparation
h. Pharmacology/ Posterior pituitary hormones
i. Pharmacology/ Anterior pituitary hormones/growth hormones
j. Pharmacology/ Glucocorticoid and mineralcorticoid hormones
k. Nutrition/ Addison’s diet (high caloric, high sodium, low potassium diet, small, frequent
meals)
l. Pharmacology/ Insulins
m. Pharmacology/ Oral hypoglycemic agents
n. Pharmacology/ Glucagon
Alterations in Excretion
Unit Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on clients who
have complex alterations in excretion.
2. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for clients who have complex alterations in
excretion.
3. Ascertain priority actions for clients who have complex alterations in excretion.
4. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to clients who have complex
alterations in excretion.
5. Interpret diagnostic tests and perform related nursing intervention when providing care
to clients who have alterations in excretion.
6. Demonstrate correct use and establish proper functioning of therapeutic devices that
support excretion.
7. Ascertain the role of the nurse when providing quality care to clients who have an
alteration in excretion.
8. Provide health- and safety-related education to clients who have an alteration in
excretion.
9. Integrate cultural, ethical, and legal tenets into the plan of care for clients who have
alterations in excretion.
Content Topics:
a. Pathophysiology/nursing implications/ Infectious and inflammatory disorders
(pyelonephritis, acute and chronic renal failure)
b. Pathophysiology/nursing implications/ Abnormal cell proliferation (prostate cancer,
beneign prostatic hypertrophy, kidney cancer, bladder cancer)
c. Pharmacology/ Osmotic diuretics
d. Pharmacology/ Erythropoetic growth factors
e. Nutrition/ Low sodium, low potassium, low protein diet
f. Nutrition/ Low purine diet
Nursing Care - Women
Unit Objectives:
1. Review principles related to the selected skills.
2. Practice patient care skills using proper techniques while ensuring patient safety.
3. Integrate the following skills into theory or clinical
Content Topics:
a. Calculation of delivery date
b. Auscultation of fetal heart rate
c. Palpation of contractions
d. Maternal and newborn assessment
e. Palpation of fundal height
f. Teach how to give a baby bath
g. Teach breast feeding techniques
h. Umbilical cord and circumcision care
i. Discharge teaching
Nursing Care - Children
Unit Objectives:
1. Review principles related to the selected skills.
2. Practice patient care skills using proper techniques while ensuring patient safety.
3. Integrate the following skills into theory or clinical
Content Topics:
a. Pediatric assessment
b. Temperature measurement options
c. Toys/activities appropriate for developmental stage
d. Restraints during hospitalization
e. Medication administration skills
f. Transporting infants/children
g. Specimen collection
h. Safety measures
Clinical Objectives:
A. Evaluate nursing care provided to clients, families, groups, populations, and communities
across the lifespan from diverse backgrounds in a variety of settings to ensure that it is
compassionate, age and culturally appropriate and based on a client's preferences, values and
needs.
A.1. Client-centered care
A.1.a. Perform a comprehensive health assessment including physiological, psychological,
sociological, and spiritual needs of clients, families, groups, populations, and communities across
the lifespan experiencing complex (unstable acute conditions) health alterations in a variety of
settings. / A.1.b. Use the nursing process to prioritize the delivery of client care, with two or more
clients, to achieve optimal outcomes. / A.1.c. Model culturally sensitive care for clients, families,
and groups from diverse backgrounds. / A.1.d. Use clinical reasoning and clinical judgment when
evaluating nursing care to improve client outcomes. / A.1.e. Advocate for client, families, and
groups regarding nursing care issues and health care decisions. / A.1.f. Use verbal and nonverbal
communication that promotes caring, therapeutic relationships with individuals, families, and
groups.
B. Collaborate with members of the interprofessional health care team to manage and coordinate
the provision of safe, quality care for clients, families, and groups.
B.1. Teamwork and Collaboration
B.1.a. Coordinate client care with members of the interprofessional healthcare team. / B.1.b.
Integrate input from other members of the healthcare team to improve individual and team
performance.
C. Demonstrate use of best current evidence and clinical expertise when making clinical
decisions in the provision of client-centered care.
C.1. Evidence based practice
C.1.a. Analyze best current evidence for its application to practice when providing and managing
client-centered care. / C.1.b. Integrate best current evidence into clinical judgments that indicate
the need to modify clinical practice.
D. Use evidence-based quality improvement processes to effect change in the delivery of clientcentered care.
D.1. Quality improvement
D.1.a. Use recognized nursing standards to improve and advance the quality of health care
services. / D.1.b Use measurement tools to gather data related to the gap between current and
desired client outcomes. / D.1.c Participate in the collection of data related to a Nurse Sensitive
Indicator.
E. Demonstrate effective use of strategies to mitigate errors and reduce the risk of harm to
clients, self and others in healthcare, home, and community settings.
E.1. Safety
E.1.a. Anticipate safety risks to clients, self and others in healthcare, home, and community
settings. / E.1.b. Implement actions that minimize safety risks and environmental hazards in
healthcare settings. / E.1.c. Implement National Patient Safety Goals in healthcare settings.
F. Use evidence-based information and client care technology to communicate relevant client
information, manage care and mitigate error in the provision of safe, quality client-centered care.
F.1. Informatics
F.1.a. Use client care technologies effectively when assessing and monitoring clients. / F.1.b.
Implement strategies that protect the integrity of client information when managing client-centered
care.
G. Assimilate integrity and accountability into practices that uphold established regulatory, legal,
and ethical principles while providing client-centered, standard-based nursing care.
G.1. Professionalism
G.1.a. Maintain professional standards of nursing practice in the delivery of client-centered care. /
G.1.b. Maintain professional accountability and responsibility in the delivery of client-centered
care. / G.1.c. Maintain nursing practice that supports ethical decision making and tort law in the
delivery of client-centered care. / G.1.d. Maintain nursing practice that supports regulatory
guidelines and institutional policies in the delivery of client-centered care.
H. Use leadership, management and priority-setting skills in the provision and management of
safe, quality client-centered care.
H.1. Leadership
H.1.a. Use organizational, time management, and priority setting skills in the provision and
management of safe, quality client-centered care. / H.1.b. Practice delegating client care tasks to
appropriate members of the health care team.
I. Analyze the impact that the macrosystem has on the provision of safe, quality client-centered
care in the microsystem of the work unit.
I.1. Systems-Based Practice
I.1.a. Articulate the impact that the macrosystem has on the microsystem of the work unit. / I.1.b.
Report work unit inefficiencies encountered in the practice setting to the appropriate personnel. /
I.1.c. Use human and material resources in an efficient manner in the provision of safe, quality
client care on the work unit.
J. Use verbal and nonverbal communication strategies with clients, families, and groups from
diverse backgrounds that promote an effective exchange of information, development of
therapeutic relationships.
J.1. Communication
J.1.a. Use verbal and nonverbal communication techniques that promote caring, therapeutic
relationships with clients, families, and groups. / J.1.b. Integrate changes in communication and
use of self, in relation to communication barriers, when caring for clients, families, and groups. /
J.1.c. Communicate effectively with members of the healthcare team and demonstrate
appropriate conflict resolution skills as needed.
K. Provide health-related information to clients and families using varying teaching methods,
which facilitate the acquisition of new knowledge and skills.
K.1. Client education
K.1.a. Assess the learning needs of clients, families, and groups across the lifespan. / K.1.b.
Assess learning style and preferences of clients and families to guide the selection and delivery
of teaching methods / K.1.c. Provide health-related education to client and families that include
the use of varying teaching methods.
ALCORN STATE UNIVERSITY
ASSOCIATE OF SCIENCE IN NURSING PROGRAM
NURSING COURSE SYLLABUS
Course Information:
Course Number and Title: NU 223 - Role Transition
Total Credit/Contact Hours: 3.00
Theory Credit/Contact Hours: 3.00
Course Description:
This course focuses on the basic principles of leadership and management, trends and issues in
nursing, moral, ethical, and legal implications, and the process of transitioning from the role of
student to professional nurse. Emphasis is placed on nursing within the microsystem of a work
unit, contemporary issues and management concepts, as well as developing the skills of
delegation, conflict management, and leadership. Pre-requisites: NU 118; NU128; BI 114; BI
114L; BI 214; BI 214L; MA 121; UL 101; EN 111; SY 235; BI 325; BI 325L; PH 320; Elective; Corequisites: NU 229.
Course Objectives:
1. Defend opinions using evidence-based literature about selected contemporary issues and their
effect on the profession of nursing, healthcare delivery system, and system-based practice.
2. Examine the organizational structure of a macrosystem, its governance structure, potential
impact on the role of the nurse, and provision of healthcare within the microsystem of a work unit.
3. Analyze selected leadership styles and theories and their effect on the management of
employees.
4. Integrate principles of group process and teamwork into the operation of the interprofessional
healthcare team.
5. Apply leadership skills and empowerment strategies when managing the care of clients,
families, and groups.
6. Delegate tasks within the legal parameters of that entity’s scope and practice, ensuring safe,
quality client-centered care.
7. Act as an advocate for clients, families, and groups regarding healthcare and health-related
decisions.
8. Use healthcare information systems and client care technology to manage client care, support
clinical judgments, mitigate error, and communicate relevant client information with members of
the healthcare team.
9. Manage the care of clients, families, groups, communities, and populations while adhering to
ethical, legal, and professional standards and maintaining accountability and responsibility for
care provided.
10. Evaluate the effectiveness of quality improvement strategies using client outcome data to
improve health care services.
11. Assist in the implementation of mass casualty plans in the event of an emergency.
12. Analyze personal career goals and additional education or certification needed to achieve
these goals.
Content Units:
Contemporary Issues
Unit Objectives:
1. Evaluate health policies and their impact on the allocation and delivery of health care.
2. Explore system stressors such as chronic illness, technologically complex care, and
poor patient outcomes and the effect they have on the provision and cost of health care.
3. Review seminal documents such as IOM reports, National Patient Safety Goals,
National Health Care initiatives and other related documents in light of their
recommendations for changes in the current health care system.
4. Examine the current Healthy People document and its implications for the health care
needs of society.
5. Debate the challenges the health care industry faces in providing accessible, equitable
care to U.S. citizens.
6. Explain how “parity” legislation protects the health care consumer.
7. Analyze current issues that impact the professional practice of nursing and its ability to
actualize its mission.
8. Compare and contrast positions taken by professional and special interest groups on
current issues
9. Select a current issue and evaluate the literature for evidence upon which to formulate
an opinion.
10. Propose a resolution for the selected issue that is viable within the current
parameters and constraints of the health care system.
Content Topics:
a. Challenges facing the delivery of healthcare
b.Economics of healthcare delivery
c. Political influences on healthcare delivery
d. Institute of Medicine reports
e. National Patient Safety Goals,
f. Healthy People 2020
Organizational Structure and Governance
Unit Objectives:
1. Examine the mission statement and related philosophy and goals of an institution.
2. Critique a macrosystem's organizational structure of an institution and its impact on the
nurse's role, dissemination of power and decision making.
3. Compare and contrast various levels of management.
4. Investigate the role of the stakeholders of an organization.
5. Discuss the implication of unions representing nursing in a collective bargaining
capacity.
6. Apply systems theory to a health care organization and analyze the factors that affect
the output.
Content Topics:
a. Purpose of mission statement and goals
b. Organizational design (division into departments etc.)
c. Organizational theories and organizational structure (how departments interact)/Impact
on organizational functioning and outcomes
d. Definition/stakeholders
e. Unions and collective bargaining
Management, Leadership, and Power/Empowerment
Unit Objectives:
1. Compare and contrast the concepts of management and leadership.
2. Analyze selected leadership theories and their perspective of the employer and
employee.
3. Examine the use of transactional, interactional, and transformational leadership in
contemporary health care settings.
4. Analyze selected leadership styles and the subsequent role of the manager.
5. Differentiate between the various types of power.
6. Discuss power-based strategies that RNs can employ.
7. Investigate the concept of influence and its relationship to the control and balance of
power.
Content Topics:
a. Management versus leadership
b. Leadership theories (transactional, interactional, and transformational)
c.Leadership styles
d. Types and use of power
e. Shared governance
Leadership Skills
Unit Objectives:
1. Differentiate between decision making, problem solving, and clinical judgment.
2. Analyze selected change theories and their application to institutional change.
3. Analyze selected change strategies and their relationship to the change process.
4. Examine the process and implications of planned and unplanned change on staff and
institutional integrity.
5. Evaluate the use of time management skills when providing, managing, and
researching patient care based on best practices.
6. Apply the five rights of delegation in relation to appropriately delegating tasks to
licensed and unlicensed personnel.
7. Compare and contrast the scope of practice of licensed and unlicensed personnel that
make up the health care team.
8. Investigate the concepts of accountability and responsibility of the professional nurse
in relation to delegated assignments and delegated tasks.
9. Analyze various conflict management/resolution strategies and their use in resolving
intra/interpersonal conflict.
10. Examine the use of assertive and other communication skills during the process of
conflict resolution and negotiation.
11. Analyze selected theories related to motivation.
12. Differentiate between internal and external motivating factors and their impact on
creating a motivating work environment.
Content Topics:
Group Process and Teamwork
Unit Objectives:
1. Compare and contrast various methods of organizing human resources for the
provision of client care.
2. Analyze the role of the case manager and his or her relationship with the coordination
of client care in meeting established goals of the institution and external entities.
3. Investigate the concept of professional socialization and the role of mentors/preceptors
in facilitating this process.
4. Examine the stages of group process and the various roles of group members.
5. Discuss the concept of group syntality and its relationship to the manager’s leadership
style and a group’s sense of collegiality.
6. Analyze team building strategies that can be used to enhance collaboration and
cooperation between team members.
7. Examine the role of group decision making and brainstorming when attempting to
resolve practice or patient care related issues.
8. Compare and contrast between assertive, passive, aggressive, and passiveaggressive communication
9. Examine various types of conflict and conflict management strategies.
10. Analyze the implications of generational differences on the development of effective
teams that maximize each individual’s strengths.
Content Topics:
a. Staffing patterns and nurse-client ratios
b. Case management and continuity of care
c. Transitioning to the role of graduate/Preceptors, mentors, nurse residency programs
Staff Development
Unit Objectives:
1. Differentiate between the focus and goals of orientation, inservice, and staff
development.
2. Analyze strategies that address the socialization and educational needs of culturally
and ethnically diverse nurses.
3. Examine the underlying philosophy of adult learning theory and instructional strategies
specific to this theory.
4. Ascertain the sequence of steps that should be followed when planning an educational
program and evaluate its outcomes.
5. Use literature to maintain practice that is based on current evidence based literature.
Content Topics:
a. Goals for orientation, inservice, and staff development
b. Diversity in the nursing workforce (needs and advantages)
c. Adult learning theory
d. Strategies for teaching adults
e. Development of a teaching plan for an educational activity for a specific nursing unit.
(Assessment, objectives, teaching strategies, evaluation)
Quality Improvement
Unit Objectives:
1. Analyze the concept of quality improvement in relation to the provision of safe, high
quality patient care.
2. Investigate the cyclical nature of quality improvement.
3. Investigate the role of quality improvement in relation to external constituents (Joint
Commission, Prospective Payment Systems, Professional Standards Review
Organizations).
4. Examine the role of institutional and professional standards as well as evidence based
practice when establishing best practices.
5. Differentiate between process, outcome, and structure audits.
6. Ascertain the role of the staff nurse in the quality improvement process.
Content Topics:
a. Quality improvement process
b. Standards utilized in the quality improvement process
c. Definitions/process, outcome, benchmark
d. Types of audits
e. Role of the staff nurse in the quality improvement process
Legal and Ethical Issues
Unit Objectives:
1. Analyze the relationship between advocacy and client rights.
2. Evaluate the role of the nurse in relation to ensuring informed decision making by the
client regarding advance directives, procedural consent, and other legal issues.
3. Justify the importance of maintaining HIPAA and the Privacy Acts’ regulations related
to confidentiality in all oral, written, and electronic communications.
4. Integrate ANA’s Standards of Practice, Code of Ethics, and state mandated scope of
practice directives into client care provided either directly or indirectly.
5. Analyze the relationship between policies, procedures, and standards set by an
institution.
6. Analyze the nurse’s role in ensuring the provision of safe client care that meets
institutional and professional standards.
7. Review organizational resources available and proper solicitation of these resources
when issues related to safe, ethical, and legal nursing practice arise.
8. Examine the five elements of liability necessary to prove negligence.
9. Compare and contrast the torts of false imprisonment, assault, battery, and
defamation.
10. Explore the purpose of incident reports as well as proper handling and disposition of
these reports.
11. Determine the responsibility of the nurse in relation to mandatory reporting.
12. Review the Human Genome Project's website to determine its goals and outcomes.
13. Understand the process of evaluation of the human genome project related to
accuracy and reliability.
14. Discuss the legal and ethical implications of individual and societal access to genetic
information.
Content Topics:
a. Client's Rights
b. Informed consent and the nurse's role
c. Confidentiality of client information
d. Sources for standards of care
e. Scope of practice according to the Mississippi Nurse Practice Law
f. Legal responsibilities of health care providers including mandatory reporting
g. Genomics (Human Genome Project, legal and ethical considerations)
Personal Development
Unit Objectives:
1. Analyze personal career goals and additional education or certification needed to
achieve these goals.
2. Examine the path nurses take when transitioning from a novice nurse to an expert
nurse.
3. Appreciate the role that preceptors and mentors have in assisting new graduates in
becoming competent in their practice and socialized into their new role.
4. Discuss how lifelong learning is necessary to maintain practice that is current and
protects the welfare of patients.
5. Research certifications available to nurses who work in specialized areas and the
additional education and practice required to obtain these certifications.
6. Analyze the various causes of occupational stress in nursing and personal strategies
that can be used to minimize its effects.
7. Debate the causes and characteristics of burnout and measures that can be taken to
reduce the likelihood of its development.
Content Topics:
a. Certification of nurses in speciality areas
b. Benner's model (Novice to Expert)
c. Role of preceptors and mentors
d. Lifelong learning and sources for continuing education/learning
e. Factors contributing to burnout
f. Management of factors contributing to burnout
Computer Information Systems
Unit Objectives:
1. Analyze the integral role that health care informatics plays in delivering safe, quality
client care.
2. Investigate strategies for transforming information into practice.
3. Examine databases that provide evidence based information for health care providers
and their patients.
4. Ascertain methods for validating that information found on the Internet is accurate,
reliable, and free from error.
5. Analyze the advantages, disadvantages, and legal issues related to maintaining and
using electronic client records.
6. Investigate the use of electronic records for promoting quality improvement.
7. Determine the value of accessing healthcare and practice related information in a
mobile format.
Content Topics:
a. Definition of informatics
b. Uses of informatics in healthcare (Electronic health record, electronic medical record)
c. Databases for reliable sources for evidence-based care
d. Electronic health records and quality improvement
e.HIPPA and the use of mobile devices (including phones, tablets, computers)
Emergency and Disaster Management
Unit Objectives:
1. Review the Joint Commission’s emergency preparedness management standards for
health care facilities.
2. Identify the roles and responsibilities of various members of the interdisciplinary team
during the planning and implementation of an emergency preparedness plan.
3. Review the elements of a mass casualty plan necessary for effective use of human
and material resources during an emergency.
4. Ascertain the nurse’s role in the initial management of a suspected bioterrorist attack.
5. Integrate principles of triage and the ABCDE priority setting framework when
classifying patients into priority levels.
6. Ascertain priority actions of the nurse during a suspected biological or chemical
exposure situation.
Content Topics:
a. Levels of prevention in disaster management
b. Examples of the levels of prevention
c. Triage color code system
d. Role of The Joint Commission and the National Incident Management System (NIMS)
in emergency preparedness
e. Signs and symptoms of biologic, radiation, and chemical agents used in a terroist
attack
f. Community susceptibility to various types of emergencies
Career building
Unit Objectives:
1. Analyze current trends in the employment of nurses.
2. Develop a professional career plan that outlines short- and long-term educational and
certification goals.
3. Develop a plan on how you intend to maintain your competence in nursing after
graduation.
4. Create a resume’, cover letter and portfolio and participate in a mock interview.
Content Topics:
1. Current employment trends
2. Projected employment trends
3. Maintaining professional competence
4. Job seeking skills (resume', cover letter, portfolio, interviews)
NCLEX Prep
Unit Objectives:
1. Complete the NCLEX registration process.
2. Practice test-taking strategies using test items from selected resources.
3. Develop and Implement a remediation plan based on identified areas of weakness.
Content Topics:
1. Registering with Pearson VUE and the Mississippi State Board of Nursing
2. Test-taking strategies
3. NCLEX-RN test blueprint
4. Content review for the NCLEX-RN examination
5. Pre-NCLEX-RN examination assessment tests
6. Remediation plans
Clinical Objectives:
A. Evaluate nursing care provided to patients, families, groups, populations, and communities
across the lifespan from diverse backgrounds in a variety of settings to ensure that it is
compassionate, age and culturally appropriate and based on a patient's preferences, values and
needs.
A.1. Patient-centered care
A.1.a. Perform a comprehensive health assessment including physiological, psychological,
sociological, and spiritual needs of patients, families, groups, populations, and communities
across the lifespan experiencing complex (unstable acute conditions) health alterations in a
variety of settings. / A.1.b. Use the nursing process to prioritize the delivery of patient care, with
two or more patients, to achieve optimal outcomes. / A.1.c. Model culturally sensitive care for
patients, families, and groups from diverse backgrounds. / A.1.d. Use clinical reasoning and
clinical judgment when evaluating nursing care to improve patient outcomes. / A.1.e. Advocate for
patients, families, and groups regarding nursing care issues and health care decisions. / A.1.f.
Use verbal and nonverbal communication that promotes caring, therapeutic relationships with
individuals, families, and groups.
B. Collaborate with members of the interprofessional health care team to manage and coordinate
the provision of safe, quality care for patients, families, and groups.
B.1. Teamwork and Collaboration
B.1.a. Coordinate patient care with members of the interprofessional healthcare team. / B.1.b.
Integrate input from other members of the healthcare team to improve individual and team
performance.
C. Demonstrate use of best current evidence and clinical expertise when making clinical
decisions in the provision of patient-centered care.
C.1. Evidence based practice
C.1.a. Analyze best current evidence for its application to practice when providing and managing
patient- centered care. / C.1.b. Integrate best current evidence into clinical judgments that
indicate the need to modify clinical practice.
D. Use evidence-based quality improvement processes to effect change in the delivery of patientcentered care.
D.1. Quality improvement
D.1.a. Use recognized nursing standards to improve and advance the quality of health care
services. / D.1.b Use measurement tools to gather data related to the gap between current and
desired patient outcomes. / D.1.c Participate in the collection of data related to a Nurse Sensitive
Indicator.
E.1. Safety
E.1.a. Anticipate safety risks to patients, self and others in healthcare, home, and community
settings. / E.1.b. Implement actions that minimize safety risks and environmental hazards in
healthcare settings. / E.1.c. Implement National Patient Safety Goals in healthcare settings.
F. Use evidence-based information and patient care technology to communicate relevant patient
information, manage care and mitigate error in the provision of safe, quality patient-centered care.
F.1. Informatics
F.1.a. Use patient care technologies effectively when assessing and monitoring patients. / F.1.b.
Implement strategies that protect the integrity of patient information when managing patientcentered care.
G.1. Professionalism
G.1.a. Maintain professional standards of nursing practice in the delivery of patient-centered care.
/ G.1.b. Maintain professional accountability and responsibility in the delivery of patient-centered
care. / G.1.c. Maintain nursing practice that supports ethical decision making and tort law in the
delivery of patient-centered care. / G.1.d. Maintain nursing practice that supports regulatory
guidelines and institutional policies in the delivery of patient-centered care.
H. Use leadership, management and priority-setting skills in the provision and management of
safe, quality patient-centered care.
H.1. Leadership
H.1.a. Use organizational, time management, and priority setting skills in the provision and
management of safe, quality patient-centered care. / H.1.b. Practice delegating patient care tasks
to appropriate members of the health care team.
I. Analyze the impact that the macrosystem has on the provision of safe, quality patient-centered
care in the microsystem of the work unit.
I.1. Systems-Based Practice
I.1.a. Articulate the impact that the macrosystem has on the microsystem of the work unit. / I.1.b.
Report work unit inefficiencies encountered in the practice setting to the appropriate personnel. /
I.1.c. Use human and material resources in an efficient manner in the provision of safe, quality
patient care on the work unit.
J. Use verbal and nonverbal communication strategies with patients, families, and groups from
diverse backgrounds that promote an effective exchange of information, development of
therapeutic relationships.
E. Demonstrate effective use of strategies to mitigate errors and reduce the risk of harm to
patients, self and others in healthcare, home, and community settings.
G. Assimilate integrity and accountability into practices that uphold established regulatory, legal,
and ethical principles while providing patient-centered, standard-based nursing care.
J.1. Communication
J.1.a. Use verbal and nonverbal communication techniques that promote caring, therapeutic
relationships with patients, families, and groups. / J.1.b. Integrate changes in communication and
use of self, in relation to communication barriers, when caring for patients, families, and groups. /
J.1.c. Communicate effectively with members of the healthcare team and demonstrate
appropriate conflict resolution skills as needed.
K. Provide health-related information to patients and families using varying teaching methods,
which facilitate the acquisition of new knowledge and skills.
K.1. Patient education
K.1.a. Assess the learning needs of patients, families, and groups across the lifespan. / K.1.b.
Assess learning style and preferences of patients and families to guide the selection and delivery
of teaching methods / K.1.c. Provide health-related education to patient and families that include
the use of varying teaching methods.
ALCORN STATE UNIVERSITY
ASSOCIATE OF SCIENCE IN NURSING PROGRAM
NURSING COURSE WITH CLINICAL COMPONENT SYLLABUS
Course Information:
Course Number and Title: NU 229 - Client-Centered Care III combined
Total Credit/Contact Hours: 9.00
Clinical Credit/Contact Hours: 5.00 (15 clock hours/week)
Theory Credit/Contact Hours: 4.00
Course Description:
This course focuses on client-centered care of individuals experiencing acute and chronic
conditions related to alterations in Ingestion, digestion, absorption, and elimination, cognition and
sensation, immunity, integument, mobility and alterations in mental health. The concepts of clientcentered care, professionalism, leadership, systems-based practice, informatics and technology,
communication, teamwork and collaboration, and quality improvement are integrated in this
course. Clinical experiences provide students the opportunity to apply the principles of safe and
effective delivery of care to groups of clients in a variety of settings. Pre-requisites: NU 118; NU
128; BI 114; BI 114L; BI 214; BI 214L; MA 121;UL 101; EN111; SY 235; BI 325; BI 325L: PH 320
: Elective Co-requisites: NU 223.
Course Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on clients across the
lifespan who have an alteration in Ingestion, digestion, absorption, elimination, cognition and
sensation, immunity, integument, mobility, or alterations in mental health.
2. Develop individualized, evidence based plans of care that demonstrate an appreciation of a
client's cultural, spiritual, and developmental variations and includes recommendations for the
adoption of health-promoting behaviors.
3. Collaborate with members of the interprofessional health care team while acting as a client
advocate in the provision of safe, quality care for clients across the lifespan.
4. Demonstrate clinical judgment when participating in the provision of care to clients across the
lifespan.
5. Integrate knowledge of pharmacology, psychopathology, nutrition, and established evidencebased practices in the provision of care for clients experiencing alterations in ingestion, digestion,
absorption, and elimination, cognition and sensation, immunity, integument, mobility, or
alterations in mental health.
6. Use verbal and nonverbal communication that promotes caring, therapeutic relationships with
clients and their families, as well as professional relationships with members of the healthcare
team.
7. Use health information systems and client care technologies in an effective and secure manner
to manage care, mitigate error, and communicate relevant client information with members of the
healthcare team.
8. Apply evidence based knowledge in the provision of care to clients across the lifespan.
9. Provide health and safety related education using a variety of teaching methods based on the
identified needs of clients across the lifespan and their families.
10. Employ organizational, time management, priority-setting, and decision-making skills in the
provision of care to clients experiencing alterations in Ingestion, digestion, absorption, and
elimination, cognition and sensation, immunity, integument, mobility, or alterations in mental
health.
11. Implement strategies that provide a safe environment for clients across the lifespan, self, and
other while supporting quality improvement initiatives.
12. Adhere to ethical, legal and professional standards in the provision of care to clients across
the lifespan.
Content Units:
Role of the nurse and standards of practice for mental health nursing
Unit Objectives:
1. Discuss the role and responsibilities of mental health/psychiatric nurses
2. Identify major trends in mental health nursing.
3. Describe the standards of practice of psychiatric and mental health nursing according
to the American Nurses Association Statement on the Scope and Standards of
Psychiatric Mental Health Nursing Practice.
Content Topics:
a. Role and responsibilities of the generalist nurse in provision of mental health care
b. Advanced Practice Nurses in the psychiatric setting
c. Standards of care and evidence-based practices found in The Psychiatric-Mental
Health Nursing: Scope and Standards of Practice, 2007
d. Nursing organizations specializing in mental health care: the American Psychiatric
Nurses Association (APNA), and the International Society of Psychiatric-Mental Health
Nurses (ISPN)
Mental Health and Mental Health Issues
Unit Objectives:
1. Compare and contrast criteria for mental health and mental illness.
2. Discuss legal issues that may arise during mental health treatment such as, the client's
right to receive treatment, the client's right to refuse treatment, the client's right to
informed consent.
3. Describe factors that affect an individual’s mental health.
4. Identify attributes or signs of mental health issues.
5. Discuss how age, ethnicity, gender, education, culture, and belief system can affect
developing, experiencing, and recovering from psychiatric disorders.
6. Identify settings in which mental health treatment if offered.
7. Discuss each category of the Diagnostic and Statistical Manual of Mental Disorders
multiaxial system.
8. Compare and contrast a DSM-V-TR diagnosis with a nursing diagnosis.
9. Identify how cultural influences could affect making an accurate DSM-V-TR diagnosis
Content Topics:
a. Continuium of mental health and mental illness including attributes and signs of mental
illness of mental health
b. Legal issues related to mental health treatment (informed consent, client's rights,
voluntary committment, involuntary committment)
c. Factors contributing to an individual's mental health
d. The Diagnostic and Statistical Manual (DSM) (Structure and purpose)
e. Social and political issues affecting care and treatment of mentally ill individuals
f. The International Classification of Diseases, Ninth Revision, Clinical Modification (ICD9-CM) (WHO, 2011) purpose and description
g. Societal perceptions of mental illness including cultural influences
Principles of Therapeutic Communication and Application in the Mental Health Setting
Unit Objectives:
1. Describe the nature and goals of the therapeutic nurse-client relationship.
2. Identify three factors that can interfere with accurate communication between nurse
and client.
3. Demonstrate four techniques that can enhance communication, and discuss what
makes them effective during the communication process.
4. Discuss differences between verbal and non-verbal communication.
5. Discuss the effect on the communication process when there is a lack of
understanding of cultural differences.
6. Discuss how confrontation, immediacy, nurse self-disclosure, and role playing can be
used by the nurse in a therapeutic relationship.
7. Identify when there is a need for boundaries set between nurse and client.
8. Describe the importance of self-awareness in the nurse-client relationship.
Content Topics:
a. Establishing a therapeutic nurse-client relationship
b. Principles of therapeutic communication
c. c. Differences in verbal and nonverbal communication of various cultural groups in the
areas of (a) communication style, (b) eye contact, and (c) touch.
d. Specific techniques/skills to enhance communication: silence; active listening;
paraphrasing; exploring; reflecting; open-ended questions;
e. Boundaries
Therapeutic Modalities
Unit Objectives:
1. Describe the tenets behind the following therapeutic models
2. Identify three types of crises and give an example of each
3. Discuss primary goals and phases of crisis intervention.
4. Compare differences between primary, secondary, and tertiary intervention and
appropriate interventions.
5. Identify areas to assess during crisis.
6. Identify basic principles of group work
7. Describe the phases of group development.
8. Describe roles group members may adopt.
9. Discuss therapeutic factors that operate in all groups
10. Identify facilitating techniques used by the group leader.
11. Compare the characteristics of a healthy family functioning with a dysfunctional family
functioning.
12. Identify several strategies for family intervention.
13. Describe the role of the nurse in family therapy.
14. Describe integrative care.
15. Describe various complementary and/or alternative therapies such as - massage,
herbal medications, aromatherapy, acupuncture, acupressure, homeopathy, and
chiropractic medicine.
16. Discuss how psychotropic drugs are used in mental health care.
17. Describe how functions of the brain are altered by psychotropic drugs.
18. Identify major categories of psychotropic drugs and discuss the use, action, potential
adverse and side effects, and nursing implications of the following:
Content Topics:
a. Antipsychotics (conventional, atypical)
b. Antidepressants (tricyclics, selective serotonin reuptake inhibitors (SSRIs)
serotonin/norepinephrine reuptake inhibitors (S/NRIs), monoamine oxidase inhibitors
(MAOIs), atypical antidepressants)
c. Bipolars (mood-stabilizers, antichotics)
d. Sedative/hypnotics (benzodiazepines, benzodiazepine-like drugs, melatonin agonists,
barbiturates)
e. Antianxiolytics (benzodiazepines)
f. Attention-deficit/hyperactivity disorder drugs (amphetamines/dextroamphetamines,
methylphenidate/dexmethylphenidate, methylxanthines, CNS stimulants,
g. Crisis intervention (types, phases, goals, and nursing interventions)
Personality Development
Unit Objectives:
1. Discuss the relationship between personality development and mental/behavioral
disorders.
2. Describe the main theories of personality development.
Content Topics:
a. Psychoanalytic theory—Freud
b. Human motivation—Maslow
c. Interpersonal theory—Sullivan
d. Psychosocial development--Erikson
e. Object relations development—Mahler
f. Cognitive development—Piaget
g. Moral development—Kohlberg
h. Nursing interpersonal—Peplau
Anxiety Disorders
Unit Objectives:
1. Identify predisposing factors of anxiety disorders.
2. Describe outcome criteria for each of the identified anxiety disorders.
3. Discuss the action, side effects, potential adverse reactions, and nursing implications
for benzodiazepine medications.
4. Discuss coping strategies in the management of stress.
5. Describe clinical manifestations, goals, nursing interventions, and treatment of clients
with:
Content Topics:
a. Obsessive compulsive disorder
b. Post Traumatic Stress Syndrome
c. Panic disorder
d. Phobias
e. Generalized anxiety disorders
f. Pharmacology/Benzodiazepines
g. Pharmacology/Nonbenzodiazepines
Mood Disorders
Unit Objectives:
10. Identify the main characteristics of the following mood disorders:
1. Describe biologic and psychosocial theories about the etiology of mood disorders.
2. Differentiate between normal grief reactions and pathological grief behaviors.
3. Describe the emotional, cognitive, behavioral, and physical symptoms associated with
depression.
4. Describe three phases of treatment for mood disorders.
5. Identify outcomes, goals and planning for each phase of treatment for mood disorders.
6. Describe risk factors and clues that might signal suicidal thoughts.
7. Develop nursing interventions and communication strategies for clients with
depression, mania, and suicide ideation.
8. Compare advantages, actions, side effects and nursing implications for mood
stabilizing medications and antidepressants.
9. Discuss electroconvulsive therapy including
Content Topics:
a. Major depression
b. Bipolar disorders
c. Mania/hypomania
d. Seasonal affective disorder
e. Premenstrual dysphoric disorder
f. Pharmacology/Tricyclic drugs
g. Pharmacology/ MAO-Inhibitors (Monoamine Oxidase Inhibitors
h. Pharmacology/SSRIs (Selective Serotonin Reuptake Inhibitors
i. Pharmacology/SINRIs (Serotonin/Norepinephrine Reuptake Inhibitors)
j. Pharmacology/NDRIs (Norepinephrine Dopamine Reuptake Inhibitors
k. Pharmacology/Atypical antidepressants (trazodone)
Personality Disorders
Unit Objectives:
1. Compare and contrast the main characteristics of the three clusters of personality
disorders
2. Describe current treatment modalities for clients with personality disorders.
3. Describe the limitations in the use of medications to relieve symptoms associated with
personality disorders.
4. Develop nursing interventions and communication strategies for clients with personality
disorders.
5. Discuss the importance of setting and keeping clear boundaries when working with
persons with personality disorders.
Content Topics:
Cluster A/ paranoid, schizoid, and schizotypal personality disorders
Cluster B/ antisocial, borderline, and narcissistic personality disorders
Cluster C/ dependent, obsessive-compulsive, avoidant personality disorders
Psychotic Disorders
Unit Objectives:
1. Define schizophrenia.
2. Describe the progression of symptoms from prodromal to the acute phase of
schizophrenia.
3. Describe five basic categories of schizophrenia.
4. Differentiate among the three phases of schizophrenia regarding symptoms, focus of
care, and needs for intervention.
5. Discuss non-pharmacological treatment modalities for clients with schizophrenia that
may be beneficial.
6. Describe effective strategies of individual, group, and family therapies that may helpful
for clients with schizophrenia and their families.
7. Describe three common problems associated with severe mental illness.
8. Discuss behavioral and psychological manifestations of severe mental illness in
relation to the person’s ability to function, their families, and others.
9. Identify evidence-based practices for the care of the severely mentally ill.
10. Discuss the importance of medication and the need for the severely mentally ill to
adhere to the regimen
11.Discuss properties of the traditional and atypical antipsychotic drugs such as:
Content Topics:
a. Target symptoms
b. Indications for use
c. Adverse effects/toxic effects
d. Patient/family teaching
e. Pharmacology/Phenothiazines
f. Pharmacology/Nonphenothiazines (haloperidol, thiothixene, pimozide)
g. Pharmacology/atypical antipsychotic drugs (risperdal, olanzapine, quetiapine,
aripiprazole, ziprasidone, clozapine)
Addiction
Unit Objectives:
1. Compare and contrast substance abuse and substance dependence.
2. Discuss the components of assessment of a chemically dependent person.
3. Discuss current treatment modalities for persons who abuse substances.
4. Discuss short term outcomes for the client and family relating to withdrawal, treatment
and health maintenance, including use of self-help groups.
5. Discuss legal and ethical responsibilities of nurses who observe impaired colleagues.
6. Describe aspects of enabling behaviors.
7. Identify potential indications that a person is successfully recovering from substance
abuse.
8. Identify behaviors of use, overdose, and withdrawal in persons who use drugs such
as:Inhalants/solvents, barbiturates, opiates, cannabis, hallucinogens, PCP,
benzodiazepines, alcohol, cocaine, amphetamines.
Content Topics:
a. Pathophysiology/substance abuse (alcoholism, drug abuse)
b. Nursing assessment
c. Treatment modalities/support groups, detoxification, pharmacological intervention
d. Symptoms of alcohol withdrawal
e. Symptoms of drug withdrawal and drug overdose :Inhalants/solvents, barbiturates,
opiates, cannabis, hallucinogens, PCP, benzodiazepines, cocaine, amphetamines)
f. Pharmacology/alcohol deterrents (disulfiram, acamprosate)
g. Pharmacology/Vitamin B1 and B complex
h. Pharmacology/benzodiazepines
Abuse and Violence
Unit Objectives:
1. Describe the cycle of violence in reference to individual violence and family violence.
2. Describe personality characteristics of an abusive adult.
3. Identify factors that predispose a child or spouse to physical violence.
4. Describe legal responsibilities of health care providers in documentation and reporting
of suspected or known family abuse.
5. Discuss assessment indicators and interventions for child, adult, and elder abuse.
6. Idetify common reactions and nursing interventions for acute and long-term phases of
rape-trauma syndrome.
7. Describe nursing interventions for prevention and management of aggressive
behaviors.
8. Identify factors that may be useful in predicting violent behavior.
Content Topics:
a. Types of abuse (mental, physical, sexual abuse, neglect)
b. Child abuse
c. Intimate-Partner Violence
d. Elder abuse
e. Rape and sexual assault
f. Legal responsibilities of health care providers
g. Preventative measures
Cognitive Impairment Disorders in the Older Adult
Unit Objectives:
1. Discuss the demographics of the older population and the impact on mental health
care.
2. Identify components of an assessment of the healthy geriatric client and the client with
cognitive impairment.
3. Identify the clinical manifestations of a client with Alzheimer’s disease.
4. Discuss identified behaviors, goals, and nursing interventions associated with mental
health problems in the older adult including
5. Describe potential barriers to mental health care for the older adult.
Content Topics:
Psychiatric Disorders of Children and Adolescents
Unit Objectives:
1. Discuss factors that contribute to child and adolescent psychiatric disorders.
2. Describe treatment modalities for selected disorders of childhood and adolescence
3. Describe the nurse’s role in administering medications used to treat psychiatric
disorders in children and adolescence.
4. Describe clinical manifestations and intervention strategies for:
Content Topics:
a. Autism spectrum disorders
b. Attention deficit hyperactive disorder
c. Separation anxiety disorder
d. Mood disorders
e. Conduct disorder
f. Adjustment disorders
Community-based Mental Health Nursing
Unit Objectives:
1. Distinguish between goals and interventions of mental health care in the hospital and
the community.
2. Describe the role of the nurse as a member of the interdisciplinary team in caring for
chronically ill and/or homeless mentally ill in the community.
3. Discuss the continuum of psychiatric care from the acute care setting to the community
setting.
4. Identify community resources for the chronically and/or homeless mentally ill.
5. Discuss barriers to mental health treatment in the community setting.
Content Topics:
Alterations in Ingestion, Digestion, Absorption, and Elimination
Unit Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on clients across
the lifespan who have complex alterations in ingestion, digestion, absorption, and
elimination.
2. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan of care for clients across the lifespan who have
complex alterations in ingestion, digestion, absorption, and elimination.
3. Ascertain priority actions for clients across the lifespan who have complex alterations
in ingestion, digestion, absorption, and elimination.
4. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to clients across the lifespanwho
have complex alterations in ingestion, digestion, absorption, and elimination.
5. Interpret diagnostic tests and perform related nursing interventions when providing
care to clients across the lifespan who have alterations in ingestion, digestion,
absorption, and elimination.
6. Demonstrate correct use and establish proper functioning of therapeutic devices that
support ingestion, digestion, absorption, and elimination.
7. Ascertain the role of the nurse when providing quality care to clients across the
lifespan who have an alteration in ingestion, digestion, absorption, and elimination.
8. Provide health- and safety-related education to clients across the lifespan who have an
alteration in ingestion, digestion, absorption, and elimination.
9. Integrate cultural, ethical, and legal tenets into the plan of care for clients across the
lifespan who have alterations in ingestion, digestion, absorption, and elimination.
Content Topics:
a. Pathophysiology/ Infectious and Inflammatory disorders (peptic ulcer disease, Crohn’s
disease, ulcerative colitis, pancreatitis, hepatitis, cirrhosis)
b. Pathophysiology/ Abnormal cell proliferation disorders (Oral/esophageal cancer,
colorectal cancer, liver cancer
c. Pathophysiology/ Increased arterial pressure (esophageal varices)
d. Pharmacology/ Antacids
e. Pharmacology/ H2 receptor antagonists
f. Pharmacology/ Proton pump inhibitors
g. Pharmacology/ Prostaglandin analogs
h. Pharmacology/ Mucosal barrier fortifiers
i. Pharmacology/ IBS specific drugs
j. Pharmacology/ Antispasmodics
k. Pharmacology/ Antidiarrheals
l. Pharmacology/ Prokinetic agents
m. Pharmacology/ Hepatitis A, Hepatitis B Vaccinations
n. Pharmacology/ Interferon
o. Pharmacology/ Nucleoside analogs
p. Nutrition/ Dietary measures to decrease esophageal reflux
q. Nutrition/ Low fiber, low lactose, high protein, high calorie diet
r. Nutrition/ Limited fat, high protein, high carbohydrate diet
s. Nutrition/ High carbohydrate and calories, moderate fat and protein diet
Alterations in Cognition and Sensation
Unit Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on clients who
have complex alterations in cognition and sensation.
2. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for clients who have complex alterations in
cognition and sensation.
3. Ascertain priority actions for clients who have complex alterations in cognition and
sensation.
4. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to clients who have complex
alterations in cognition and sensation.
5. Interpret diagnostic tests and perform related nursing intervention when providing care
to clients who have alterations in cognition and sensation.
6. Demonstrate correct use and establish proper functioning of therapeutic devices that
support cognition and sensation.
7. Ascertain the role of the nurse when providing quality care to clients who have an
alteration in cognition and sensation.
8. Provide health- and safety-related education to clients who have an alteration in
cognition and sensation.
9. Integrate cultural, ethical, and legal tenets into the plan of care for clients who have
alterations in cognition and sensation.
Content Topics:
a. Pathophysiology/ Trauma related disorders (head injuries, spinal cord injuries)
b. Pathophysiology/ Degenerative neurological disorders (multiple sclerosis)
c. Pathophysiology/ Ischemic disorders (TIA, cerebrovascular accident, cerebral
aneurysm)
d. Pathophysiology/ Abnormal cell proliferation (brain tumors, spinal cord tumors)
e. Pharmacology/ Centrally acting muscle relaxants
f. Pharmacology/ Disease modifying drugs for MS (immunomodulators,
immunosuppressants, glatiramer acetate
g. Pharmacology/ Thrombolytics
h. Nutrition/ Dysphagia diets (pureed, ground, soft, modified general diets)
i. Nutrition/ Nutritional supplements and tube feedings
Alterations in Immunity
Unit Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on clients across
the lifespan who have complex alterations in immunity.
2. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for clients across the lifespan who have
complex alterations in immunity.
3. Ascertain priority actions for clients across the lifespan who have complex alterations
in immunity.
4. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to clients across the lifespan who
have complex alterations in immunity.
5. Interpret diagnostic tests and perform related nursing interventions when providing
care to clients across the lifespan who have alterations in immunity.
6. Demonstrate correct use and establish proper functioning of therapeutic devices that
support immunity.
7. Ascertain the role of the nurse when providing quality care to clients across the
lifespan who have an alteration in immunity.
8. Provide health- and safety-related education to clients across the lifespan who have an
alteration in immunity.
9. Integrate cultural, ethical, and legal tenets into the plan of care for clients across the
lifespan who have alterations in immunity.
Content Topics:
a. Pathophysiology/ Immunosuppression disorders (HIV/AIDS)
b. Pathophysiology/ Autoimmune disorders (Guillain Barre’, myasthenia gravis, systemic
lupus erythematosis)
c. Pharmacology/ Corticosteroids
d. Pharmacology/ Antiretroviral drugs (NRTIs, NNRTIs, PIs, fusion inhibitors)
e. Pharmacology/ Immunosuppressants (calcineurin inhibitors, cytotoxic, antibodies)
f. Nutrition/ High calorie, high protein diet
Alterations in Integument
Unit Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on adults who
have complex alterations in integument.
2. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for adults who have complex alterations in
integument.
3. Ascertain priority actions for adults who have complex alterations in integument.
4. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to adults who have complex
alterations in integument.
5. Interpret diagnostic tests and perform related nursing intervention when providing care
to adults who have alterations in integument.
6. Demonstrate correct use and establish proper functioning of therapeutic devices that
support integument.
7. Ascertain the role of the nurse when providing quality care to adults who have an
alteration in integument.
8. Provide health- and safety-related education to adults who have an alteration in
integument.
9. Integrate cultural, ethical, and legal tenets into the plan of care for adults who have
alterations in integument.
Content Topics:
a. Pathophysiology/ Abnormal cell proliferation disorders (melanoma)
b. Pharmacology/ Topical chemotherapy
c. Nutrition/ High calorie, high protein diet
d. Nutrition/ Enteral nutrition
e. Nutrition/ Nutritional supplements
f. Pathophysiology/Trauma (burns)
Alterations in Mobility
Unit Objectives:
1. Perform a comprehensive assessment with a focus on collecting data on adults who
have complex alterations in mobility.
2. Integrate knowledge of anatomy, physiology, pathophysiology, nutrition, and
developmental variations into the plan care for adults who have complex alterations in
mobility.
3. Ascertain priority actions for adults who have complex alterations in mobility.
4. Integrate knowledge of the actions, contraindications, potential side effects, and
nursing implications when administering medications to adults who have complex
alterations in mobility.
5. Interpret diagnostic tests and perform related nursing intervention when providing care
to adults who have alterations in mobility.
6. Demonstrate correct use and establish proper functioning of therapeutic devices that
support mobility.
7. Ascertain the role of the nurse when providing quality care to adults who have an
alteration in mobility.
8. Provide health- and safety-related education to adults who have an alteration in
mobility.
9. Integrate cultural, ethical, and legal tenets into the plan of care for adults who have
alterations in mobility.
Content Topics:
a. Pathophysiology/ Degenerative musculoskeletal disorders (osteoarthritis and joint
replacement)
b. Pathophysiology/ Trauma related disorders (complex fractures and tractions)
c. Pathophysiology/ Ischemia related disorders (amputations)
d. Pharmacology/ Corticosteroid injections
e. Pharmacology/ Glucosamine chondroitin
f. Nutrition/ Low calorie diet
Clinical Objectives:
A. Implement nursing care to clients, families, and groups across the lifespan from diverse
backgrounds in a variety of settings that is compassionate, age and culturally appropriate and
based on a client's preferences, values and needs.
A.1. Client-centered care
A.1.a. Perform a comprehensivel health assessment including physiological, psychological,
sociological, and spiritual needs of clients and families across the lifespan experiencing
(common) (uncomplicated acute and chronic) (stable and unstable acute conditions) health
alterations in a variety of settings. / A.1.b. Use the nursing process to guide the delivery of client
care to achieve optimal outcomes. / A.1.c. Provide culturally sensitive care to clients and families
from diverse backgrounds. / A.1.d. Use clinical decision making when providing nursing care
based on evaluation of client needs. / A.1.e Advocate for clients and families regarding nursing
care issues. / A.1.f. Use verbal and nonverbal communication that promotes caring, therapeutic
relationships with clients and families.
B. Participate as a member of the interprofessional healthcare team in the provision of safe,
qualityvclient-centered care.
B.1. Teamwork and Collaboration
E.1.a. Identify safety risks and environmental hazards in health care settings. / E.1.b. Practice
performance of psychomotor skills that minimize safety risks and environmental hazards. / E.1.c.
List National Patient Safety Goals that promote safety in healthcare settings.
B.1.a. Participate as a member of the health care team. / B.1.b. Use communication techniques
that support sharing client-related information with members of the healthcare team.
C. Identify best current evidence from scientific and other credible sources as a basis for
developing individualized client-centered plans of care.
C.1. Evidence based practice
C.1.a. Identify reliable sources for locating best current evidence and clinical practice guidelines. /
C.1.b. Use best practice resources when developing individualized client-centered plans of care.
D.1. Quality improvement
D. Participate in data collection processes that support established quality improvement
initiatives.
D.1.a. Identify client care issues that can impact quality of care. / D.1.b Identify gaps between
current client outcomes and desired client outcomes. / D.1.c Identify the relationship between
Nurse Sensitive Indicators and client outcomes.
E. Implement strategies that minimize risk and provide a safe environment for clients, self, and
others.
E.1. Safety
F.1. Informatics
F.1.a. Describe the effect that computerized information management systems have on the role
of the nurse. / F.1.b. Implement strategies that protect the integrity of client information when
providing client-centered care.
G. Practice nursing in a professional, ethical, and legal manner while providing client-centered,
standard-based nursing care.
G.1. Professionalism
G.1.a. Identify professional standards of nursing practice that guide practice. / G.1.b. Display
professional accountability and responsibility in classroom and laboratory settings. / G.1.c.
Describe how ethical principles and legal tenets guide nursing practice. / G.1.d. Describe how
regulatory guidelines and institution policies guide nursing practice.
F. Use evidence-based information and patient care technology in the provision of safe, quality
client-centered care.
H. Describe how leadership, management, and priority-setting skills are used to support safe,
quality client-centered care.
H.1. Leadership
H.1.a. Identify organizational, time management and priority setting skills necessary to provide
safe, quality client-centered care. / H.1.b. Identify the nurse’s role in regard to delegating tasks to
appropriate members of the health care team.
I. Identify the relationship between microsystems and macrosystems in healthcare.
I.1. Systems-Based Practice
I.1.a. Contrast the macrosystems and microsystems that exist in healthcare. / I.1.b. Identify work
unit inefficiencies encountered in the practice setting. / I.1.c. Identify human and material
resources needed by the work unit to provide safe, quality client-centered care.
J. Use verbal and nonverbal communication strategies with clients and families from diverse
backgrounds that promote an effective exchange of information, development of therapeutic
relationships.
J.1. Communication.
J.1.a. Use verbal and nonverbal communication techniques that promote caring, therapeutic
relationships with clients and families. / J.1.b. Integrate changes in communication and use of
self, in relation to communication barriers, when caring for clients and families. / J.1.c.
Communicate effectively with members of the healthcare team and report issues that indicate
conflict is impacting client care.
K. Provide health-related information to clients and families that facilitate their acquisition of new
knowledge and skills.
K.1. Client education
K.1.a. Collect data to determine health-related education needs of real and simulated clients. /
K.1.b. Develop a health-related teaching plan that addresses an identified education need for real
and simulated clients. / K.1.c. Practice providing health-related education to real and simulated
clients.
Appendix L
Faculty Organization Committee Minutes
ALCORN STATE UNIVERSITY
SCHOOL OF NURSING
Faculty Organization Meeting
Friday, January 8, 2016
Present: D. Spring, Dean of Nursing
J. Baker
L. Baskin
D. Blanchard
U. Brooks-Ware
T. Cole
B. Collins
R. Fairchild
L. Godley
G. Hathcox
J. Johnson
Y. Powell-Young√
I. Sewell
B. Smith
S. Ware
D. Williams
G. Young
√ Denotes absence
I.
Call to Order: Dr. Spring.
II.
Dr. Spring welcomed all in attendance to the New Year and hoped all had a good/restful holiday
season.
III. Approval of Agenda
The agenda was approved with revisions.
IV. Reading and Approval of Minutes.
The minutes for November 30, 2015 were deferred to the next meeting.
V.
New Business
TOPIC
Copy of Offer Letters
Student Scholarships
DISCUSSION
Some faculty offer letters did not
specify tenure track and some
faculty did not receive offer
letters.
Information was sent to the
coordinators in Fall 2015
regarding student scholarships.
ACTION
Tenure track faculty offer letters
are ok.
Dr. Spring requested to see the
offer letters for Ms. Collins and Ms.
Baskins.
Dr. Spring will follow-up with
faculty offer letters not received.
Dr. Spring requested the
coordinators to follow-up on the
MNF scholarship letters and give
her feedback during the week of
1/11/16.
Dr. Spring requested Dr. Sewell to
move on the MOADN scholarship
letters and give her feedback
during the week of 1/11/16.
Ms. Ware will follow-up with Ms.
Israel [CHMI – Adams County,
MS] regarding Maternal and Child
Health Internships Opportunities
for nursing students.
The student scholarships are
needed to get ASU SON back in
the public eye.
TOPIC
ATI Materials
DISCUSSION
ATI resource materials were
received.
ACTION
Ms. Golmon and Ms. BridgesChatman separated the ATI books
for the students on 1/4/16 and
1/5/16. The students are to see
Ms. Golmon and Ms. BridgesChatman the week of 1/11/16 to
pick up their complete packet of
ATI books.
Faculty are to notify the students
that all books may not be used at
this time but assignments will be
made as needed.
Faculty are to encourage the
students to use the ATI resource
materials and to remind them of
the $800 cost associated with
purchasing the materials.
Dr. Spring encouraged faculty to
incorporate ATI into their resource
list.
ATI will count as 1 unit test grade.
Student for Advisory
Committee/Advisory Committee
Meeting
Student representatives are
needed to serve on the ASU
SON Advisory Committee.
Orientation for Dr. Sewell’s and
Ms. Ware’ students is scheduled
for 1/21/16 with Mr. Clark [ATI].
Dr. Fairchild will do the orientation
for Dr. Johnson’s students.
Dr. Spring shared with faculty that
several students have voiced
praises for ASU SON purchasing
ATI software.
The ASU SON Advisory
Committee will convene on
2/29/16 at noon in the library on
the Natchez Campus. Faculty are
expected to be in attendance at
the said meeting.
One student is needed from each
track.
Program Outcomes will be shared
with the members of the ASU SON
Advisory Committee.
ASU SON Pinning Ceremony
Dr. Lee and others from
administration will be invited to the
said meeting.
The ASU SON Pinning Ceremony
is scheduled for 5/5/16 at 1 p.m.
Dr. Spring will convene a pinning
ceremony committee to provide
recommendations and suggestions
for the location.
TOPIC
Application for Degree
DISCUSSION
Admission Criteria
Application for Mr. Vaughn
Cindy Clark
Computer In-Service Training for
Faculty/Staff
T-Shirt Design for SON
Dates Needed
ATI-CMAP
ACEN
Reminders
ACTION
Faculty are to remind the students
to complete their Application for
Degree.
Mr. Vaughn hand carried his
application for admission to ASU
SON and it was misplaced. Dr.
Spring will allow Mr. Vaughn to
apply after the deadline to avoid
confusion.
Dr. Clark [ATI Consultant] will be
visiting ASU SON on 5/3/16 and
5/4/16 to speak with faculty on
teaching strategies.
Ms. Chatman will do a computer
in-service for faculty/staff
regarding trouble shooting, etc.
Dr. Spring will get with Ms.
Chatman to determine her
available dates/times.
Dr. Spring suggested that the
Faculty/Student Committee decide
on 1 generic t-shirt design for the
SON to be used as a fundraiser.
The coordinators are to work with
faculty to decide on the dates for
the 2 day workshop on item writing
and dates for the Hurst Review.
Dr. Spring requested the dates be
submitted to her during the week
of 1/11/16.
The MSN Department is welcome
to attend the workshop on item
writing.
ATI-CMAP is scheduled for 2/2/16
and 2/3/16 for ASN faculty.
Dr. Spring shared with faculty an
email she received from the ACEN
Board of Commissioners to review
Standard 6. ACEN is allowing
schools of nursing who were in
non-compliance with Standard 6
and is now in compliance to
resubmit Standard 6 before
1/20/16.
Students need to have the clinical
supervision guidelines.
Dr. Fairchild needs to see the
course syllabi prior to the start of
class [1/11/16]. The main focus is
the evaluation component. The
syllabi have to be sent to main
campus.
Grade calculation should not be
included as part of the syllabus.
This section can be given to
students separately.
TOPIC
DISCUSSION
Announcements
ACTION
Parscore has been loaded to the
server to assist faculty.
Ms. Collins will follow-up with Mr.
Reed from ASU Extension
Services regarding his request for
nursing students to do health
screenings on 1/20/16.
Dr. Spring requested faculty to
complete the following NurseTim
webinars:
- Alternate Format and
Innovative Test Items
[Critical Thinking Matters]
- NCLEX® Across the
Curriculum Part 1 & 2
- NCLEX® Update
- Accreditation Success
- Systematic Program
Evaluation
- Test Blue Prints [Formula
for Success]
- Test Item Writing [From
Knowledge to Success]
- Teaching Strategies
VI. Other Reports

Dr. Blanchard reported planning a Disaster Drill to include hospitals and ASU SON.

Career Fair [2/15/16, 1:00 p.m. – 3:00 p.m., MBA]

Dr. Baker reported purple and gold day at the State Capitol is scheduled for 1/13/16. Graduate
students will accompany her to this event.

Dr. Spring stated that next year activities [Summit, State Capitol, etc.] will be built into the
curriculum for students.
Spring 2016 Program Numbers: As of January 8, 2016
ASN ASN
ASN
BSN BSN
BSN
BSN MSN MNS
MNS
Total Level Level Total Junior Senior RNTotal Nurse Nurse
I
II
Level
Level
BSN
Pract
Educator
Started
38
11
27
46
19
21
6
24
22
2
with:
Currently:
*Less
than 77
test avg
*Dr. Spring asked the Directors/Program Coordinators to report the number of students who
have a less than 77 test average at the FOC meetings.
VII.
Adjournment
Respectfully submitted,
__________________________________________
Angela Pittman, Recorder
Program
Total
108
ALCORN STATE UNIVERSITY
SCHOOL OF NURSING
Faculty Organization Meeting
Monday, February 22, 2016
Present: D. Spring, Dean of Nursing
J. Baker
L. Baskin
D. Blanchard
U. Brooks-Ware
T. Cole
B. Collins
C. Dollar
R. Fairchild
L. Godley
G. Hathcox
J. Johnson
Y. Powell-Young
I. Sewell
B. Smith
S. Ware
D. Williams
G. Young
VIII. Call to Order: Dr. Spring.
IX.
X.
Approval of Agenda
The agenda was approved as written.
Reading and Approval of Minutes.
The minutes for January 8, 2016 were approved with the necessary revisions.
XI. New Business
TOPIC
Faculty and Staff Employee
Performance Review and
Evaluation
DISCUSSION
Update
Advisory Committee
Update
ACTION
The Dean, Associate Dean, and
Director will evaluate their direct
reports.
Deadline extended until 3/31/16.
The Advisory Committee will
convene on 2/29/16 at 12:00 p.m.
in the MBA Multi-purpose Room.
Agenda items:
- Dr. Spring - Outcomes
- Dr. Fairchild - ASN/BSN
Curriculum Development
- Dr. Baker - MSN Outcomes
- Dr. Godley - Resources
Dr. Spring urged all faculty to
attend.
Pinning Updates
Update
Dr. Sewell reported:
- Undergraduate Pinning
Ceremony will be held on
5/5/16 at 1 p.m. in the Davey
L. Whitney Complex on the
Lorman Campus.
- Quotes for the cake/punch
have been requested from
Sodexo.
- Invites will be sent to the
undergraduate students
electronically.
- Student representatives
have been attending the
TOPIC
DISCUSSION
Graduate Hooding/White Coat
Ceremony
Update
Breastfeeding Room
Breastfeeding Room for faculty
only
Documentation of Faculty
Competency
Development of a Faculty
Competency tool
ACEN Update
Communication received from Dr.
Stoll [CEO, ACEN] regarding
possible standards and criteria
revisions.
ACTION
meetings.
- Contact has been made with
the photographer.
- Faculty needed to assist with
checking of uniforms [dates
TBA].
Ms. Baskins reported:
- Graduate Hooding/White
Ceremony will be held on
5/5/16 at 9:30 a.m. in the
MBA Lecture Hall. The
speaker is TBA.
Room 176 has been identified as
the Breastfeeding Room for
faculty only.
Dr. Spring stated all hospitals are
requiring documentation to note
faculty competency.
Dr. Blanchard, Dr. Sewell, and
Ms. Baskin will develop a
competency checklist for the
Dean’s review.
Dr. Spring reported:
- Standard 2 [Faculty/Staff]
faculty/staff credentials are
whatever is allowed by the
governing body and state
agencies.
- Faculty/staff are evaluated
based on the university
requirements.
- Standard 4 [Curriculum] total
number of semester hours is
congruent with the program
of study, student learning
outcomes, and state and
governing organization
policies and accrediting
agencies.
- Standard 5 [Resources] no
revisions.
- Standard 6 [Outcomes] SEP
no longer encompasses all
ACEN standards and
criteria.
- SEP to reflect student
learning outcomes and
program outcomes, NCLEXRN® pass rates, program
completion, and job
placement.
- Deletion of
graduate/employer
satisfaction as part of the
required program outcomes.
NCLEX pass rates are 3
year mean at or above
national average on 1st and
TOPIC
DISCUSSION
Student Scholarships
Available scholarships
ACTION
2nd writes. This gives a little
breathing room if students
are not successful on the 1st
write.
- Need to continue to have a
mechanism in place for
validation and evidence to
support where the
information was obtained.
Eliza Pillars has a scholarship
available to 1 BSN student and 1
ASN student. The scholarship
information is sent out in April and
awarded in August.
Dr. Godley stated she thinks
Vicksburg Medical Center
provides $50,000 in scholarship
monies to ASU and will follow-up
to see how the monies are
dispersed.
Mission Statement
Review of Mission Statements for
the SON [attached] and ASN
[attached]
Dr. Godley will be the contact
person for the students regarding
available scholarships.
A motion was made by Ms. Ware
to accept the Mission Statement
for the SON as written. Dr.
Godley seconded the motion.
Faculty voted unanimously to
accept this motion.
Faculty unanimously accepted the
recommendation for the Mission
for ASN to be approved as written.
BSN Curriculum
BSN proposed generic curriculum
[attached] and RN-BSN
curriculum [attached] discussed
The mission for MSN and BSN is
a work in progress.
Dr. Fairchild reported:
Generic Curriculum
- Elimination of 2 required
PEs, chemistry/chemistry
lab, and intro to computers.
- Add 1 hour to N462
[Synthesis]
- 120 hours are needed to
graduate.
RN-BSN Curriculum
- Reduce to 120 hours.
- Add Synthesis as a 3 hour
elective instead of a 2 hour
elective.
- Add N462 on-line as a 1
hour course.
Elimination of courses did not
interfere with the required
university course semester
TOPIC
ASN Curriculum
DISCUSSION
ASN Proposed Plan of Study
[attached]
ACTION
hours.
Faculty voted unanimously to
accept the recommended
changes to the BSN Curriculum.
Dr. Fairchild reported:
- University of Life [UL101] be
moved to a pre-requisite.
- Remove English Comp II
and General Psychology.
- Move Growth and
Development to Fall Level 2.
- Clinical rotation would be 1:3
ratio.
- Lecture will meet 4 hours of
theory p/week and 12 hours
of clinical p/week.
Accrediting bodies are
encouraging the requirement for
an Associate Degree be between
60 and 64 credit hours.
Faculty voted unanimously to
accept the recommended ASN
Proposed Plan of Study.
MSN Curriculum
GAP Analysis
Remediation
Curriculum changes in MSN
Status of GAP Analysis
Remediation for students with a
less than 77% test average
The ASN Proposed Plan of Study
must go before the ASU
Curriculum Committee for
approval.
Dr. Baker asked faculty if they had
questions/concerns pertaining to
the MSN curriculum, please
address them to her directly.
NE track may be suspended for 1
semester. Only 1 application has
been received. The application
deadline is March 15th for summer
admission.
Dr. Godley wanted to know where
BSN is with the GAP Analysis.
Ms. Hathcox reported 2
competencies were issued out but
never reconvened. Ms. Hathcox
stated she will keep Dr. Godley
updated regarding the same.
ASN has completed their GAP
Analysis.
Dr. Spring requested the faculty to
devise a plan of action for
students who do not come in for
remediation with a less than 77%
test average. Further discussion
regarding the same will continue
at the next FOM.
TOPIC
DISCUSSION
Announcements
ACTION
Ms. Hathcox will share with faculty
the remediation form that the
students complete when they
meet with her for remediation.
Ms. Collins will speak at the Heart
Health Go Red for Women Event
[component of the American Heart
Association] on 2/24/15. The
event is sponsored by the
Mississippi Homemaker
Volunteers [Adams County
Council].
SON Advisory Committee will
convene on 2/29/16 at 12:00 p.m.
in the MBA Multi-purpose Room.
Item Writing Workshop is
scheduled for 4/7-8/16.
Hurst Review for the undergraduate nursing students is
scheduled for 4/25-27/16.
Teaching strategies is scheduled
for 5/3-4/16.
The Undergraduate Pinning
Ceremony is scheduled for 5/5/16
at 1:00 p.m. on the Lorman
Campus.
The Hooding/White Coat
Ceremony for the graduate
nursing students is scheduled for
5/5/16 at 9:30 a.m. on the Natchez
Campus.
V.
Spring 2016 Program Numbers: As of February 22, 2016
ASN ASN
ASN
BSN BSN
BSN
BSN MSN MNS
MNS
Total Level Level Total Junior Senior RNTotal Nurse Nurse
I
II
Level
Level
BSN
Pract
Educator
Started
38
11
27
45
19
21
5
24
22
2
with:
Currently: 38
11
27
44
19
20
5
23
22
1
*Less
than 77
6
14
5
10
test avg
*Dr. Spring asked the Directors/Program Coordinators to report the number of students who
have a less than 77 test average at the FOC meetings.
VI. Adjournment
Respectfully submitted,
__________________________________________
Angela Pittman, Recorder
Program
Total
107
105
35
Appendix M
ASU SON Advisory Council Meeting Minutes
School of Nursing Advisory Council Meeting
February 29, 2016
12:00 p.m. – 1:00 p.m.
MBA Multi-Purpose Room
Welcome
 Dr. Spring welcomed all in attendance.
Introductions
 The advisory council, faculty, staff, and student representatives from the
graduate and undergraduate programs introduced themselves [list is
attached].
 The advisory council was asked to give their job title, place of employment,
and a brief description of the services provided by their institution.
Program Outcomes [report attached]
 Dr. Spring reported:
- Enrollment numbers are down to help stabilize the program.
- SON is doing fairly well with completion rates.
- SON is experiencing difficulty with NLCEX-RN® pass rates for the BSN
and ASN students.
- Job placement is going well for the SON graduates. There is a need to
receive feedback response forms from the graduates regarding the
same.
- ACEN may possibly eliminate the graduate/employer satisfaction as a
part of the required program outcomes.
 There were no question/comments from the Advisory Council.
Undergraduate Programs
 Dr. Fairchild reported:
- ATI resources have been provided to all students at no cost.
- The Revised Proposed Plan of Study for the ASN will start in Fall
2016.
- Work on the BSN curriculum will start in Fall 2016.
 There were no questions/comments from the Advisory Council.
Graduate Program [report attached]
 Dr. Baker reported:
- Graduate program is no longer on conditions with ACEN, Mississippi
IHL [will be reflected on website in May 2016], and Louisiana State
Board of Nursing [reapproved to continue clinical experiences in the
State of Louisiana].

- Curriculum revisions have been made to make it more competitive
and aligned with other graduate programs state and nationwide.
- Eighteen [18] students graduated in May 2015. All students have
passed the National Examination for Advance Practice Nurse FNP and
Psych Mental Health on the 1st write giving a pass rate of 100%.
There were no questions/comments from the Advisory Council.
Greetings
 Dr. John Igwebuike [Vice Provost for Academic Affairs] brought greetings on
behalf of Dr. Donzell Lee [Provost/Executive Vice President for Academic
Affairs].
Resources [report attached]
 Dr. Godley updates:
- Hurst Review will be offered in April 2015 to all graduating
nursing students.
- Items on hand in the Virtual Clinical Laboratories:
 Birthing lab
 6-bed virtual hospital
 3-G Sim
 2 Regular SimMan Manikins
 Virtual Sims Child
 Meti Man
 2 Adult Vital Sim Manikins and 2 children
 Noelle
- Items in the process of being purchased for the Virtual Clinical
Laboratories:
 Medi-dose Dispenser
 Laerdal Mom
 Laerdal Junior
 Sim View
 VSims [interactive classroom activities for each subject
area]
Questions
 Regarding poster design, Dr. Hoover asked if there was a design resource
person in place and is this resource person available to graduate students?
Dr. Hoover further stated a design resource person could help the students
with community presentations. Dr. Godley stated design resource is
available to graduate students but there is no design resource person. Dr.
Hoover stated there are available resources on-line.

Dr. Hinson asked what resources are available to the students in preparation
for the interview process. Dr. Spring stated the students are enrolled in a
leadership course and their professionalism is a work in progress.
Comment
 Dr. Hoover shared with all in attendance that it is rare to see this kind of
support/turnout at a mid-day SON Advisory Council Meeting and thanked Dr.
Spring for inviting them.
Virtual Hospital
 A tour of the virtual hospital was available to all in attendance.
Adjournment
 Meeting adjourned at 1:03 p.m.
Appendix N
ASN Systematic Evaluation Plan Template
STANDARD 1: Mission and Administrative Capacity
The mission of the nursing education unit reflects the governing organization’s core values and is congruent with its mission/goals. The governing
organization and program have administrative capacity resulting in effective delivery of the nursing program and achievement of identified program
outcomes.
1.1 The mission/philosophy and program outcomes of the nursing education unit are congruent with the core values and mission/goals of the governing
organization.
Expected Level of Achievement
Mission: 80% of faculty agree that the mission, philosophy and
program outcomes are congruent with the core values and
mission/goals of the Alcorn State.
1.
Planning
Frequency
Every 3 years
or as indicated
September
1.
2.
Method of Assessment
Analysis of faculty vote.
Comparative analysis table which demonstrates congruency
between University’s mission, core values, goals and School of
Nursing mission, philosophy, and program outcomes.
Implementation and Evaluation




Results of Data
Identify if Goal was met or not met.
Explain how you met or did not meet the Goal.
What data did you collect?
What was your analysis of the data?
Faculty
Meeting
Minutes
Date

Action Plan
If Goal was not met:
Write an ACTION PLAN for Program Development or Revision.
If Goal was met:
Write how you will MAINTAIN or CONTINUE to measure the Goal.
2014/2015:
2014/2015:
2015/2016:
2015/2016:
2016/2017:
2016/2017:
1.2
The governing organization and nursing education unit ensure representation of the nurse administrator and nursing faculty in governance activities; opportunities exist for
student representation in governance activities.
1.
2.
3.
4.
Expected Level of Achievement
Faculty: 50% of full-time faculty will serve on university-wide
committees.
Faculty: 100% of faculty will serve on School of Nursing
committees.
Nursing Unit Administrator: School of Nursing Dean and/or
Associate Dean will serve on at least one University-wide
committee.
Students: One student from each level and from each program
type (3 students) will serve on the Student/Faculty Committee.
Results of Data
Planning
Frequency
Each August
Method of Assessment
1.
2.
3.
4.
Faculty Meeting
Minutes
Date
Faculty: Analysis of minutes from meetings to confirm membership
and record of attendance.
Nursing Unit Administrator: Analysis of minutes from meetings to
confirm membership and record of attendance.
Students: Analysis of minutes from meetings to confirm membership
and record of attendance.
Students: Review of Smoke Signals, which is the official for students
to voice their issues and concerns.
Action Plan
1.3
Communities of interest have input into program processes and decision- making.
Planning
Expected Level of Achievement
1. Advisory Board: 60% of Advisory Council members who respond to
a survey will agree or strongly agree that they have input into the
nursing processes and decision-making.
2. Accrediting bodies: 100% of Annual Reports to IHL and ACEN are
completed and submitted by due date.
Frequency
Annually
February
Annual Reports
are submitted by
due date
Implementation and Evaluation
Results of Data
1.
2.
Faculty Meeting
Minutes
Date
3.
Method of Assessment
Advisory Council: Analysis of Advisory Council survey results.
Advisory Council: Analysis of Advisory Council meeting minutes for
evidence of input from membership.
Official communication from accrediting bodies regarding
accreditation status.
Action Plan
1.4
Partnerships that exist promote excellence in nursing education, enhance the profession, and benefit the community.
1.
Expected Level of Achievement
Partnerships: At least two active partnerships exist annually to
promote nursing education and enhance the nursing profession.
Planning
Frequency
Annually
February
1.
2.
Method of Assessment
Partnerships: Quantitative analysis of active partnerships.
Partnerships: Review of table outlining partnerships and School of
Nursing involvement.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
1.5
The nursing education unit is administered by a nurse who holds a graduate degree with a major in nursing.
Expected Level of Achievement
1. Administrator: The Dean holds a graduate degree in nursing.
Planning
Frequency
Verified prior to
hire.
1.
Method of Assessment
Administrator: Analyses of official transcripts, curriculum vitae, and
nursing license.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
1.6
1.
2.
The nurse administrator is experientially qualified, meets governing organization and state requirements, and is oriented and mentored to the role.
Planning
Expected Level of Achievement
Frequency
Nurse Administrator: The nurse administrator has at least 5 years of
At the time of hire
1.
recent administrative experience in nursing education.
Orientation: Nurse administrator is oriented and mentored to the
Annual evaluation
2.
role for two semesters from the time of hire.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Experience: Analysis of curriculum vitae and position description.
Verification of state and currency of Registered Nurse license.
Orientation: Annual evaluation.
Action Plan
1.7
When present, nursing program coordinators and/or faculty who assist with program administration are academically and experientially qualified.
1.
Expected Level of Achievement
Coordinators are credential faculty with a minimum of five (5) years
of experience in teaching in nursing education within the past two
year.
Planning
Frequency
Annually
1.
Method of Assessment
Program Coordinators: Analysis of curriculum vitae, transcripts, and
position description.
March
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
1.8 The nurse administrator has authority and responsibility for the development and administration of the program and has adequate time and resources to fulfill the role
responsibilities.
Expected Level of Achievement
1.
2.
3.
Planning
Frequency
Position description supports the role of the Dean in developing and
Annually
1.
administrating the School of Nursing.
2.
The Dean has 100% release time for the administration of the School
May
of Nursing.
3.
80% of the faculty agree or strongly agree that the Dean has sufficient
time and support staff to fulfill the responsibilities of the Dean./
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Analysis of the Dean’s CV and position description.
Analysis at yearly evaluation that Dean has sufficient time to fulfill
responsibilities.
Analysis of faculty survey.
Action Plan
1.9
The nurse administrator has the authority to prepare and administer the program budget with faculty input.
Planning
Expected Level of Achievement
1.
2.
Position Description supports the role of the Dean in preparing and
administering the program budget.
80% of faculty will agree or strongly agree that faculty have input
into the budget.
Frequency
Annually
1.
March
2.
Method of Assessment
Comparative analysis with position description and authority to
administer the budget.
Analysis of faculty survey results.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
1.10
Policies for nursing faculty and staff are comprehensive, provide for the welfare of faculty and staff, and are consistent with those of the governing organization;
differences are justified by
the goals and outcomes of the nursing education unit.
Planning
Expected Level of Achievement
1.
2.
Frequency
Annually
80% of faculty agree or strongly agree that Policies of faculty of the
1.
nursing unit are congruent with university policies, or differences are
2.
May
justified.
80% of staff agree that policies of the School of Nursing are congruent
with university policies.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Comparative analysis of policies. Differences justified in a table.
Comparative analysis of School of Nursing staff policies with University
staff policies.
Action Plan
1.11 Distance education, when utilized, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit.
Planning
Expected Level of Achievement
Frequency
Method of Assessment
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
2014-2015: The ASN program does not utilize distance education.
Action Plan
STANDARD 2: Faculty and Staff
Qualified and credentialed faculty are sufficient in number to ensure the achievement of the student learning outcomes and program outcomes. Sufficient
qualified staff are available to support the nursing education unit.
2.1 Full-time faculty hold a minimum of a graduate degree with a major in nursing.
Full- and part-time faculty include those individuals teaching and/or evaluating students in classroom, clinical, or laboratory settings.
1.
Expected Level of Achievement
100% of full-time faculty hold a master’s degree with a major in nursing.
Planning
Frequency
At the time of
hire
1.
Method of Assessment
Comparative analysis of current official transcript and curriculum
vitae.
Implementation and Evaluation
Results of Data
Faculty
Meeting
Minutes
Date
Action Plan
2.2
Part-time faculty hold a minimum of a baccalaureate degree with a major in nursing; a minimum of 50% of the part-time faculty also hold a graduate degree
with a major in nursing.
Planning
1.
Expected Level of Achievement
100% of part-time faculty hold a master’s degree with a major in
nursing.
Frequency
At the time of
hire.
Method of Assessment
1.
Comparative of current official transcript and curriculum vitae.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
2.3
Faculty (full- and part-time) credentials meet governing organization and state requirements.
Planning
1.
2.
Expected Level of Achievement
100% of full- and part-time faculty meet University and IHL’s
credentialing requirements.
100% of faculty will document an annual Professional Development
Plan.
Frequency
At time of hire
and annually.
Method of Assessment
1.
2.
3.
Analysis of University and IHL requirements for faculty credentials.
Review of current transcript and RN license
Review of Professional Development Plan.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
2.4 Preceptors, when utilized, are academically and experientially qualified, oriented, mentored, and monitored, and have clearly documented roles and
responsibilities.
Planning
1.
2.
Expected Level of Achievement
100% of preceptors are academically and experientially qualified as
verified by the signed Preceptor Agreement.
100% of preceptors are oriented and mentored to roles and
responsibilities.
Frequency
Annually
1.
December
2.
Method of Assessment
Analysis of preceptor agreement for education, clinical experience, and
validation of licensure.
Review of preceptor packet for inclusion of roles and responsibilities and
acknowledgement of being mentored to roles and responsibilities.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
2.5
1.
The number of full-time faculty is sufficient to ensure that the student learning outcomes and program outcomes are achieved.
Expected Level of Achievement
80% of faculty agree or strongly agree that full-time faculty are
sufficient to maintain faculty-to-student ratios of 1:10 clinical and
1:25 classroom.
Planning
Frequency
August, January,
and May
1.
2.
Method of Assessment
Table displaying faculty workload.
Table displaying faculty teaching assignments with classroom and clinical
ratios
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
2.6
1.
2.
Faculty (full- and part-time) maintain expertise in their areas of responsibility, and their performance reflects scholarship and evidence-based teaching and
clinical practices.
Planning
Expected Level of Achievement
Frequency
100% of faculty will maintain expertise in teaching area by earning at
1.
least 10 CEUs annually.
Each March
2.
Faculty will identify evidence of at least two (2) evidence-based
3.
classroom and clinical strategies implemented annually.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Definition of Scholarship.
Continuing Education Certificates or transcripts
Curriculum Vitae and Professional Development Plan
Action Plan
2.7 The number, utilization, and credentials of staff and non-nurse faculty within the nursing education unit are sufficient to achieve the program goals and
outcomes.
Expected Level of Achievement
1. Staff: 80% of Faculty agree or strongly agree that staff are sufficient in
numbers to achieve program goals and outcomes.
Planning
Frequency
April
Method of Assessment
1. Analysis of item on Faculty Survey.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
2.8
1.
2.
Faculty (full and part-time) are oriented and mentored in their areas of responsibility.
Expected Level of Achievement
Orientation: 100% of new full-and part-time faculty participate in
University and School of Nursing orientation.
Mentored: 100% of new faculty are assigned a nurse mentor for a
minimum of two semesters.
Planning
Frequency
At the time of hire
and ongoing
1.
2.
Method of Assessment
Orientation: Complete Checklist form University Orientation Program.
Mentoring: Complete School of Nursing Orientation and Mentoring
checklist.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
2.9 Systematic assessment of faculty (full- and part-time) performance demonstrates competencies that are consistent with program goals and outcomes.
1.
2.
Expected Level of Achievement
100% of full- and part-time faculty are evaluated annually.
80% of students responding to Student Evaluation of Instruction rate
faculty performance in the classroom at 3.5 or higher.
Planning
Frequency
Annually (March)
After each course
(December, May,
July)
1.
2.
3.
Method of Assessment
Faculty Annual Performance Evaluation
Results of Student Evaluation of Instruction
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
2.10
Faculty (full and part-time) engage in ongoing development and receive support for instructional and distance technologies.
Planning
1.
Expected Level of Achievement
100% of faculty teaching online are required to complete
certification for teaching online.
Frequency
Annually (March)
Method of Assessment
1. Review of Online Teaching Certificate of Completion.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
STANDARD 3: Students
Student policies and services support the achievement of the student learning outcomes and program outcomes of the nursing education unit.
3.1 Policies for nursing students are congruent with those of the governing organization, publicly accessible, non-discriminatory, and consistently applied;
differences are justified by the student learning outcomes and program outcomes.
1.
2.
3.
Planning
Expected Level of Achievement
Frequency
Annually (June)
80% of faculty agree or strongly agree that policies for nursing students
1.
are congruent with those of the University.
80% of faculty agree or strongly agree that policies for nursing students
2.
are publicly accessible, non-discriminatory, and consistently applied.
80% of faculty agree or strongly agree that differences in policies are
3.
justified by student learning or program outcomes.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Comparative analysis of table displaying School of Nursing and University
Student policies.
Review of Website for updated policies and current University and School
of Nursing Handbooks.
Analysis of Faculty Survey
Action Plan
3.2 Public information is accurate, clear, consistent, and accessible, including the program’s accreditation status and the ACEN contact information.
1.
2.
3.
Expected Level of Achievement
80% of ASN faculty agree or strongly agree published public
information is accurate, clear, consistent, and accessible.
80% of ASN faculty agree or strongly agree the published
program’s accreditation status is published accurately.
80% of ASN faculty agree or strongly agree published
accrediting agencies contact information is accurate.
Planning
Frequency
Annually (June)
Method of Assessment
All printed materials (including website) related to the program is reviewed
annually in June for accuracy and functionality of links.
1. Analysis of Faculty Survey
2. Analysis of Faculty Survey
3. Analysis of Faculty Survey
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
3.3 Changes in policies, procedures, and program information are clearly and consistently communicated to students in a timely manner.
1.
Goal Expected Level of Achievement
80% of student agree or strongly agree that changes in policies,
procedures, and program information are communicated in a timely
manner.
Planning
Frequency
Ongoing – as
policies and
procedures
change
Method of Assessment
1. Analysis of Student Survey data.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
3.4
Student services are commensurate with the needs of nursing students, including those receiving instruction using alternative methods of delivery.
1.
Expected Level of Achievement
On Exit Survey, 80% of ASN students agree or strongly agree the
following services meet the needs of nursing students.
o
o
o
o
o
o
o
o
o
Planning
Frequency
Annual (At end of
ASN students last
semester – May)
Method of Assessment
1. Analysis of Student Exit Survey
Financial Aid
Business Office
Bookstore
Counseling
Library Services
Admissions
Advisement
Placement
Natchez Campus Student Access Center
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
3.5
1.
2.
Student educational records are in compliance with the policies of the governing organization and state and federal guidelines.
Planning
Expected Level of Achievement
Frequency
1.
Records: 100% of ASN student educational records are in compliance
with the University’s policy, which follows state and federal guidelines.
2.
100% of nursing students educational files are kept in locked file
cabinets in a secure room.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Verify with University Registrar that policies are in place for
maintenance of student records.
Verify nursing student files (Natchez Campus) are kept in locked file in
secure room.
Action Plan
3.6 Compliance with the Higher Education Reauthorization Act Title IV eligibility and certification requirements is maintained, including default rates and the results of
financial or Compliance audits.
3.6.1 A written, comprehensive student loan repayment program addressing student loan information, counseling, monitoring, and cooperation with lenders is
available.
3.6.2 Students are informed of their ethical responsibilities regarding financial assistance.
3.6.3 Financial aid records are maintained in compliance with the policies of the governing organization, state, and federal guidelines.
1.
2.
3.
Planning
Goal Expected Level of Achievement
Frequency
Each September
Loan Info: 100% of students receiving loans will receive written,
and May
comprehensive student loan repayment information addressing
counseling, monitoring, and cooperation with lenders.
Repayment: 100% of ASN students will receive information on the
students’ responsibilities in relation to loan repayment.
Compliance: Director of Financial will attest that 100% of Financial
Aid records are in compliance with ASU, IHL, and federal guidelines.
financial aid records
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
1.
2.
3.
4.
Method of Assessment
Loan Info: Review of policies related to loan repayment.
Repayment: Verification with Director of Financial Aid that students
receive exit counseling.
Compliance: Verification of 100% compliance with ASU, IHL, and
Federal requirements by Director of Financial Aid.
Default Rate: Verify with Director ASU Default Rate.
Action Plan
3.7
1.
2.
Records reflect that program complaints and grievances receive due process and include evidence of resolution.
Goal Expected Level of Achievement
Complaints/Grievance: 100% of ASU student complaints and
grievances follow the SON and ASU grievance policies receive due
process.
Resolution: 100% of ASN student complaints/grievances are
resolved.
Planning
Frequency
As the need arise
1.
2.
Method of Assessment
Quantitative analysis: Table of complaints and grievances in previous
year with record of resolution.
Review of Grievance policy annually.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
3.8
1.
2.
Orientation to technology is provided, and technological support is available to students.
Expected Level of Achievement
80% of students will agree or strongly agree that orientation to
technology is provided annually.
80% of students will agree or strongly agree that technology support
is available to students,
Planning
Frequency
Annually (May)
1.
2.
Method of Assessment
Quantitative analysis of Graduate Exit Survey.
Quantitative analysis of Graduate Exit Survey.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
3.9
Information related to technology requirements and policies specific to distance education are accurate, clear, consistent, and accessible.
Expected Level of Achievement
The ASN program does not offer distance education.
Planning
Frequency
Method of Assessment
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
STANDARD 4:
Curriculum
The curriculum supports the achievement of the identified student learning outcomes and program outcomes of the nursing education unit consistent with
safe practice in contemporary healthcare environments.
4.1 The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes
(SLO’s) and program outcomes (PO) consistent with contemporary practice.
1.
2.
Expected Level of Achievement
The ASN curriculum incorporates at least three (3) professional
standards/guidelines/competencies.
80% of the ASN faculty agree or strongly agree
Planning
Frequency
Every 3 years
(August)
1.
2.
Method of Assessment
Using side by side analysis, the ASN Council will compare program
SLOs for congruency with the following standards:
o
Mississippi Competency Model
Analysis of Faculty Survey
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.2
The student learning outcomes (SLOs) are used to organize the curriculum, guide the delivery of instruction, direct learning activities, and evaluate student
progress.
Expected Level of Achievement
1.
2.
Planning
Frequency
80% of ASN faculty will agree or strongly agree each program level SLO Annually (May)
is threaded through the nursing courses.
80% of ASN faculty will agree or strongly agree each program level SLO
learning activities and evaluation methods to measure student progress.
Method of Assessment
1.
2.
3.
Table displaying the leveling of program and course student learning
outcomes across the curriculum.
Table displaying program and course SLOs, learning activities and
evaluation methods for each course.
Analysis of Faculty Survey .
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.3
The curriculum is developed by the faculty and regularly reviewed to ensure integrity, rigor, and currency.
Planning
Frequency
Expected Level of Achievement
1.
2.
3.
4.
80% of ASN faculty agree or strongly agree that the curriculum is
developed with input from the faculty.
Rigor: The curriculum is compared to the results of the comprehensive
Exit Exam (HESI EXIT Exam or Comp Predictor) and Mountain
Measurement. Areas where students scored less than the expected
levels of achievement are reviewed and analyzed for inclusion in the
curriculum.
The curriculum is compared to the Detailed NCLEX® Test Plan every 3
years and updated as needed.
80% of classroom tests will follow prescribed test blueprints. Test
questions will be reviewed based on analysis of test statistics.
Method of Assessment
1. Annually
(September)
2. Annually
(September)
1 . Review of ASN Council Meeting minutes. Faculty Survey.
2.
Review of summary reports of Comprehensive Exit Exam and Mountain
Measurements.
3. Every 3 years
(September)
4. Each
Semester
3.
Comparison of Detailed NCLEX-RN® Test Plan to ASN curriculum.
4.
Table showing percent of classroom test with test blue prints developed
and analyzed with item analysis and actions taken based on analyses.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.4
1.
The curriculum includes general education courses that enhance professional nursing knowledge and practice.
Expected Level of Achievement
On Exit Survey, 80% of students agree or strongly agree that the
general education courses for the ASN Program enhance nursing
knowledge and practice.
Planning
Frequency
Annually (May)
1.
2.
Method of Assessment
Review of General Education Course Syllabi
Analysis of Exit Survey
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.5
The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.
1.
2.
Planning
Expected Level of Achievement
Frequency
80% nursing faculty agree or strongly agree that 90% of nursing
Annually
1.
course syllabi include cultural, ethnic, and socially diverse
(September)
concepts.
2.
On Exit Survey, 80% of ASN students responding to the survey
Annually (May)
3.
agree or strongly agree that nursing courses included cultural,
ethnic, and social diverse concepts.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Review of table displaying leveled SLOs for courses across the across the
curriculum.
Analysis of Faculty Survey .
Analysis of Exit Survey.
Action Plan
4.6
1.
The curriculum and instructional processes reflect educational theory, interprofessional collaboration, research, and current standards of practice.
Expected Level of Achievement
80% of ASN faculty agree or strongly agree that interprofessional
collaboration, evidenced-based practice, current standards of practice
and educational theory are reflected in the curriculum.
Planning
Frequency
Annually (May)
1.
2.
3.
Method of Assessment
Analysis of ASN Council Meeting minutes.
Analysis of assignments for inclusion of interprofessional collaboration,
evidence-based practice, and current standards of practice.
Analysis of Faculty Survey.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.7 Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of the student learning
outcomes.
Expected Level of Achievement
1.
Each faculty will identify on a faculty survey at least 3
different evaluation methods they use throughout the
program to measure student learning outcomes.
Planning
Frequency
Annually (May)
1.
2.
Method of Assessment
Analysis of Faculty Survey
Aggregate and trend data
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.8
The length of time and the credit hours required for program completion are congruent with the attainment of identified student learning outcomes and program
outcomes and consistent with the policies of the governing organization, state and national standards, and best practices.
Expected Level of Achievement
Length: Program length is congruent with
A. ASU and state standards
B. national standards
C. and best practices.
Semesters: 70% of students will complete the program in six (6)
semesters.
1.
Planning
Frequency
Every 3 years
(September)
1.
2.
Method of Assessment
Analysis of program length.
Comparative analysis of length of comparable programs across the
state.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.9
Practice learning environments support the achievement of student learning outcomes and program outcomes.
Planning
1.
2.
Expected Level of Achievement
Frequency
80% of ASN students agree or strongly agree that the practice learning
Each semester
1.
environments are appropriate for learning and achievement of student
(December, May,
learning and program outcomes.
July)
2.
80% of faculty agree or strongly agree that the practice learning
environments are appropriate for learning and achievement of student
learning and program outcomes.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Method of Assessment
Quantitative analysis of Evaluation of Clinical sites complete by
students.
Quantitative analysis of Evaluation of Clinical Site completed by
faculty.
Action Plan
4.10
Students participate in clinical experiences that are evidence-based and reflect contemporary practice and nationally established patient health and safety goals.
Expected Level of Achievement
1.
2.
Clinical: Faculty identify on a faculty survey at least two
evidence based practices and nationally established
patient health and safety goals at each clinical site.
On a clinical assignment 80 % of students will identify two
evidence based practice and nationally established patient
health and safety goals at the clinical site.
Planning
Frequency
Annually (May)
1.
Method of Assessment
Analysis of table that list clinical site, contemporary practice and national
patient health and safety goals that are implemented at each site.
Implementation and Evaluation
Results of Data
Faculty
Meeting
Minutes
Date
Action Plan
4.11
Written agreements for clinical practice agencies are current, specify expectations for all parties, and ensure the protection of students.
Planning
1.
Expected Level of Achievement
100% of clinical contracts have specific expectations of all
parties and are current, signed, and ensure the protection of
students.
Frequency
Annually (June)
Method of Assessment
1. Review of Table of current clinical.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
4.12 Learning activities, instructional materials, and evaluation methods are appropriate for all delivery formats and consistent with the student learning outcomes.
1.
Expected Level of Achievement
80% of faculty agree or strongly agree that instructional
materials and evaluation methods are appropriate and
consistent with SLOs for all delivery formats.
Planning
Frequency
Annually (May)
1.
2.
Method of Assessment
ASN faculty will review educational materials and evaluation methods to
ensure appropriateness with SLOs for face-to-face format.
Quantitative analysis of Faculty Survey
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
STANDARD 5: Resources
Fiscal, physical, and learning resources are sustainable and sufficient to ensure the achievement of the student learning outcomes and program outcomes of
the nursing education unit.
5.1
Fiscal resources are sustainable, sufficient to ensure the achievement of the student learning outcomes and program outcomes, and commensurate with the
resources of the governing organization.
Planning
1.
2.
Expected Level of Achievement
The School of Nursing budget is sufficient to ensure achievement of
SLOs and program outcomes
The School of Nursing budget is commensurate with the resources of
the University.
Frequency
Annually (July)
1.
2.
Method of Assessment
Compare needs of the School of Nursing with actual budgetary
allocations.
Compare nursing budget with two other University programs.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
5.2
Physical resources are sufficient to ensure the achievement of the nursing education unit outcomes, and meet the needs of the faculty, staff, and students.
Planning
1.
2.
Expected Level of Achievement
Frequency
Method of Assessment
80% of ASN students responding to the Exit Survey agree or
Annually (May)
1. Quantitative analysis of Exit Survey (Item ___).
strongly agree the classrooms, computer labs, skills laboratories are
Annually (May)
2. Quantitative analysis of Faculty Survey.
sufficient for the achievement of SLOs.
80% of faculty agree or strongly agree office, classroom, and
laboratory space are sufficient to meet the needs of faculty staff, and
students.
Implementation and Evaluation
Results of Data
Action Plan
Faculty Meeting
Minutes
Date
5.3
Learning resources and technology are selected with faculty input and are comprehensive, current, and accessible to faculty and students.
Planning
1.
2.
3.
Expected Level of Achievement
80% of students responding to the Exit Survey agree or strongly
agree that learning resources are current, comprehensive, and
accessible.
80% of students responding to the Exit Survey agree or strongly
agree that technologies are current, comprehensive, and
accessible.
80% of faculty agree or strongly agree learning resources and
technology are selected with faculty input.
Frequency
Annually (May)
1.
Method of Assessment
Quantitative analysis of Exit Survey
Annually (May)
2.
Quantitative analysis of Exit Survey
Annually (May)
3.
Quantitative analysis of Faculty Survey
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
5.4
Fiscal, physical, technological, and learning resources are sufficient to meet the needs of the faculty and students engaged in alternative methods of delivery.
Planning
1.
2.
Expected Level of Achievement
80% of students responding to Exit Survey agree or strongly agree
that physical, technological, and learning resources are sufficient to
meet their needs.
80% of faculty agree or strongly agree that physical, technological,
and learning resources are sufficient to meet faculty needs.
Frequency
Annually (May)
1.
Method of Assessment
Quantitative analysis of Exit Survey
Annually (May)
2.
Quantitative analysis of Faculty Survey
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
STANDARD 6: Outcomes
Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate
competencies of the nursing education unit.
6.1 The systematic plan for evaluation of the nursing education unit emphasizes the ongoing assessment and evaluation of each of the following:
•
Student learning outcomes;
•
Program outcomes;
•
Role-specific graduate competencies; and
•
The ACEN Standards.
The systematic plan of evaluation contains specific, measurable expected levels of achievement; appropriate assessment methods; and a minimum of
three (3) years of data for each component within the plan.
Planning
Expected Level of Achievement

SEP: The systematic evaluation plan for which includes all 6
standards and criteria are reviewed and updated yearly for
measureable/applicable goals and analysis and trending of data.
 SLO & Competencies: 80% of students will achieve Level 1
Student Learning Outcomes (SLO) at the end of Semester 2 and
Role Specific Competencies (RSC) in the last semester of the
program as evidenced by a minimum score of 850 on the midcurricular examination.
 80% of students will achieve Level 2 Student Learning Outcomes
(SLO) and Role Specific Competencies (RSC) at the end of
Semester 2 as evidenced by a passing score on the
Comprehensive Predictor in the last semester of the program.
POs: The Program Outcomes are reviewed and updated yearly
for measureable goals, analysis and trending of data.
Frequency
Annually – May
Method of Assessment
SEP: Analysis of SEP and monthly calendar with standing agenda items.
Faculty minutes document review, analysis, trending of data and changes made.
SLOs/Competencies: Table displaying the SLOs and Competencies. Faculty
minutes document review, analysis, trending of data and changes made.
POs” Table of Program Outcomes. Faculty minutes document review, analysis,
trending of data and changes made.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
6.2
Evaluation findings are aggregated and trended by program option, location, and date of completion and are sufficient to inform program decision-making for the
maintenance and improvement of the student learning outcomes and the program outcomes.
Planning
Expected Level of Achievement
1.
The following are trended and analyzed to improve student
outcomes and program outcomes:
1. Student evaluations of courses
2. Math competency testing outcomes
3. Clinical site surveys
4. Student exit survey
5. Scores on ATI testing throughout program
6. Scores on ATI comprehensive predictor
7. NCSBN program reports, (Mountain Measurement), etc.
8. Faculty survey
9. Mid-curricular Exam outcomes
10. Admission requirements
11. Final numeric averages in courses.
12. Faculty survey
Frequency
At the end of each
course and/or
annually as
indicated
Method of Assessment
Table displaying analysis of faculty minutes which reflect the discussion, action
plan and follow through for evaluation findings by program option and date of
completion.
-Faculty Meetings
-Committee minutes- curriculum, outcome
-Advisory Board Meetings
-Administrative Program Review
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
6.3
Evaluation findings are shared with communities of interest.
Planning
Expected Level of Achievement
1.
2.
3.
Advisory: Advisory Council minutes will show discussion related
to program outcomes (NCLEX results, program completion,
satisfaction surveys, job placement) are shared with the advisory
board on a yearly basis.
Website: The job placement, NCLEX pass rates and completion
rates are shared with students on the college website.
Regulatory: Reports are sent to Mississippi Institutions of Higher
Learning, and ACEN yearly and/or as mandated (if currently
accredited by ACEN).
Frequency
Annually
February
Annually
February
1.
Method of Assessment
Analysis of minutes.
2.
Analysis of survey data. Aggregate and trend data.
3.
Monitor program website for inclusion and accuracy of information.
4.
Complete all require annual surveys prior to due dates.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
6.4
The program demonstrates evidence of achievement in meeting the program outcomes.
6.4.1
Performance on licensure exam: The program's 3-year mean for the licensure exam pass rate will be at or above the national mean for the same 3year period.
Planning
Expected Level of Achievement
NCLEX: ASN graduates’ first time NCLEX-RN® 3-year mean will
be at or above the national mean for the same 3 year period.
Frequency
Quarterly and
annually in
February
1.
Method of Assessment
Monitor Mississippi Board of Nursing Quarterly and Cumulative
Statistical Reports
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
6.4
The program demonstrates evidence of achievement in meeting the program outcomes.
6.4.2
Program completion: Expected levels of achievement for program completion are determined by the faculty and reflect student demographics and
program options.
Planning
Expected Level of Achievement
70% of ASN students at will successfully complete the nursing
program within 150 % (6 semesters) of the time from entry into the
program.
Frequency
Annually - May
1.
Method of Assessment
Quantitative Analysis of student completion rate at 150% from time of
entry into program.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
6.4
The program demonstrates evidence of achievement in meeting the program outcomes.
6.4.3
Graduate Program Satisfaction: Qualitative and quantitative measures address graduates six to twelve months post-graduation.
Planning
Expected Level of Achievement
1.
Surveys: 80%% of ASN graduates at 6 to 12 months postgraduation will agree or strongly agree with the preparation for
nursing practice provided by the program.
2. SLO’s: 80% of ASN graduates at 6 to 12 months post-graduation
will agree or strongly agree in their ability to perform the
student learning outcomes of the program.
Qualitative: Data is analyzed from the comment section of the
graduate satisfaction survey and changes made as needed.
Frequency
Annually May
Method of Assessment
Satisfaction: Qualitative Analysis of Graduate Survey Results
SLO’s: Quantitative analysis of graduate survey result
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
6.4
The program demonstrates evidence of achievement in meeting the program outcomes.
6.4.4
Employer Program Satisfaction: Qualitative and quantitative measures address employer satisfaction with graduate preparation for entry-level
positions six to twelve months post-graduation.
Planning
Expected Level of Achievement
1.
2.
3.
SLO’s: 75% of Employers of ASN graduates who respond to the
graduate follow-up survey will report satisfaction (agree or
strongly agree) with the competency of graduates from as
defined by the student learning outcomes and/or graduate
competencies.
Satisfaction: 75 % of Employers of ASN graduates who respond
to the graduate follow-up survey will state that nursing program
prepared the graduates adequately for entry level practice as a
registered nurse (RN).
Qualitative: Data is analyzed from the comment section of the
employee satisfaction survey and/or the advisory committee and
changes made as needed.
Frequency
Annually
Method of Assessment
Analysis of survey results (quantitative and qualitative)
Review of Nursing Advisory Committee Minutes.
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
6.4
The program demonstrates evidence of achievement in meeting the program outcomes.
6.4.5
Job Placement Rates: Expected levels of achievement are determined by the faculty and are addressed through quantified measures six to twelve
months post-graduation.
Planning
Expected Level of Achievement
1.
Job Placement: 80% of graduates will be employed or
continuing in their education within 6 -12 months of program
completion as a registered nurse.
Frequency
Annually - May
Method of Assessment
Job Placement: Quantitative Analysis of Graduate Survey
Implementation and Evaluation
Results of Data
Faculty Meeting
Minutes
Date
Action Plan
Appendix O
ASN Weight Admission Scale
Used for admission prior
to Fall 2016
ALCORN STATE UNIVERSITY
SCHOOL OF NURSING
DEPARTMENT OF ASSOCIATE DEGREE NURSING
WEIGHTED ADMISSION SCALE
Name________________________________________ Last 4 digits of SS#______________
CATEGORY
WEIGHT
Out of Mississippi
5_______________
Mississippi Resident
10_______________
ACT *Enhanced after 11/1989- add 3 points to comp score
18-20 (15-17*)
10_______________
21-23 (18-20*)
15_______________
24-26 (21-23*)
20_______________
27 and above (24 and above*)
25_______________
ACT less than 18, 12 semester hours completed w/2.5 GPA, with “C” or above in A&P courses
2.5-2.99
10_______________
3.0-3.49
15_______________
3.5-3.99
20_______________
4.0
25_______________
Prior Baccalaureate or higher degree, completing all course prerequisites with a grade of “C” or better,
having an overall GPA of 2.5
2.5-2.99
10________________
3.0-3.49
15________________
3.5-3.99
20________________
4.0
25________________
High School GPA
2.0-2.49
5_________________
2.5-3.0
10________________
3.1-3.49
15________________
3.5-4.0
20_________________
OR
40-54% = D
5__________________
55-69% = C
10_________________
70-84% = B
15_________________
85-99% = A
20_________________
COLLEGE CUMMULATIVE GPA
2.0-2.49
5__________________
2.50-3.0
10________________
3.10-3.49
15________________
3.5-4.0
20________________
PREREQUISITES
For the following prerequisites, points are awarded based on grade earned and number of times the course was
taken.
GRADE
1st
2nd
3rd
A
15
10
5
B
10
5
2.5
C
5
2.5
0
College Algebra
_____
_____
______
Anatomy/PHY I
_____
_____
______
Anatomy/PHY II
_____
_____
______
Prepared BY: _____________________________________ Date: ______________________________
ASU/SON/DADN: Revised 4/93,3/95,2/00,4/06,3/08,3/10,1/11,6/12,2/14
Used for Fall 2016
admission
Fall 2016
Alcorn State University
School of Nursing
LPN Fast Track and AD Nursing Selection Sheet 2016
Applicant: ________________________________________________
Date: ___________________
Individuals who have submitted all required admission documents will be considered for program admission based on the
following rating scale:
1.
ACT points will be based on the point system listed in the box below; an ACT composite of 18 is required for
admission.
Math
Reading
Composite
Score
Points Earned
______
______
______
______
______
______
ACT Points Subtotal: ______
ACT Composite or Sub-score
18-19
1 point
20-21
2 points
22-23
3 points
24-25
4 points
26-27
5 points
28-29
6 points
30 or greater 7 points
2.
Academics – Cumulative College GPA
GPA Points Subtotal: ______
2.00 – 2.50 GPA
2.51 – 2.75 GPA
2.76 – 3.00 GPA
3.01 – 3.50 GPA
3.51 – 4:00 GPA
3.
1 point
2 points
3 points
4 points
5 points
Certificate/Degree – Points may be earned with the following certificates or degrees. (Points only for highest
degree)
Military Service
Health Related Technical
Associate Degree
Bachelor Degree
Master’s Degree
Certificate/Degree Subtotal:
4.
Alcorn Student
______
1 point
1 point
2 points
3 points
4 points
______
Add Additional Point:
TOTAL POINTS EARNED: _____________